Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan
Saved in:
| Title: | Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan |
|---|---|
| Language: | English |
| Authors: | Burkhalter, Nancy, Shegebayev, Maganat R. |
| Source: | International Review of Education. Feb 2012 58(1):55-72. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Democracy, Social Change, Social Systems, Educational Change, Foreign Countries, Critical Thinking, Fear, Thinking Skills, Skill Development, Teaching Methods, Rote Learning, Interviews, Teacher Attitudes, Student Centered Curriculum, Authoritarianism, Teacher Education, Teaching Experience |
| Geographic Terms: | Kazakhstan |
| DOI: | 10.1007/s11159-012-9285-5 |
| ISSN: | 0020-8566 |
| Abstract: | This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2012 |
| Accession Number: | EJ960523 |
| Database: | ERIC |
| Abstract: | This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress. |
|---|---|
| ISSN: | 0020-8566 |
| DOI: | 10.1007/s11159-012-9285-5 |
