This study examines the philosophical foundations and pedagogical realities that influence the development of critical thinking in Life Sciences education. Guided by constructivist, self-determination, and cognitive load theories, the research explores how philosophical perspectives shape learners' reasoning, autonomy, and real-world application of knowledge. Using a qualitative approach, data were collected from six schools through interviews, focus groups, observations, and questionnaires. The findings highlight a significant tension between the philosophical ideals of inquiry-based learning and the dominant content-driven examination-focused practices. Although teachers recognise the importance of fostering reasoning and reflection, systemic constraints, such as syllabus pressures and limited resources, hinder implementation. The study suggests a philosophical shift from Essentialism towards Constructivism and Critical rationality, emphasising ethical reasoning, inquiry, and learner autonomy to transform Life Sciences education into a platform for critical engagement and intellectual independence.
Critical thinking (CT) is a distinctive form of reasoning focused on examining the truthfulness of arguments, making evidence-based judgments, making informed decisions, and participating actively in socio-environmental issues. It also includes emancipatory and argumentative dimensions that enable questioning authority...
J. Solbes, Teresa Lupión-Cobos· Education sciences· 0 citations
Intellectual humility is an important quality that influences how individuals understand knowledge, respond to new ideas, and interact with different viewpoints. In education, it can help learners and teachers recognize the limits of their knowledge, accept feedback, question their assumptions, and remain open to learn...
Sonali Panda, Megha Das· EPRA International Journal o...· 0 citations
Philosophy education can go beyond the transmission of historical and conceptual content by fostering critical reflection on the self, others, and the world. This article aims to analyze how Philosophy education can constitute a practice for promoting self-knowledge in educational contexts. It is a theoretical-analytic...
João Lucas Soares da Silva, Luiz Manoel de Paiva· Revista de Estudos Interdisc...· 0 citations
The development of higher-order cognitive thinking skills has become a central objective of innovative pedagogies. While heutagogy is recognized as an approach that promotes autonomy, self-regulation, critical thinking, and metacognition, little is known about how educators perceive these skills during the planning and...
The teaching of philosophy in high school is a field of curricular, pedagogical, and educational debate, marked by differing conceptions of the purpose of philosophy in basic education and by the challenge of integrating philosophical knowledge, students’ experiences, and the development of critical thinking. This arti...
Fabiano Corrêa, Erbene de Melo Araújo, Viumara Soares Feitosa et al.· Revista de Estudos Interdisc...· 0 citations
Higher education institutions are increasingly expected to develop students’ critical thinking and creativity to prepare them for complex academic, professional, and social challenges. However, there is sometimes a disconnect between instructional strategies and students' real learning experiences, especially in higher...
Rasheed Ahmed, Mahwish Kamran· Qlantic Journal of Social Sc...· 0 citations
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