Addressing social polarization through critical thinking: Theoretical application in the “Living Well With Difference” course in secondary schools in England

IF 1.8 Q3 PSYCHOLOGY, SOCIAL Journal of Social and Political Psychology Pub Date : 2021-09-21 DOI:10.5964/jspp.7037

S. Savage, Emily Oliver, E. Gordon, Lucy Tutton

{"title":"Addressing social polarization through critical thinking: Theoretical application in the “Living Well With Difference” course in secondary schools in England","authors":"S. Savage, Emily Oliver, E. Gordon, Lucy Tutton","doi":"10.5964/jspp.7037","DOIUrl":null,"url":null,"abstract":"Responding to international calls for critical thinking programs to address social polarisations and extremism through education, this article examines the cognitive and socio-psychological foundations of a critical thinking programme for secondary schools in England called “Living Well With Difference” (LWWD). The aim of LWWD is to develop critical thinking about issues of social polarisation, prejudice and any kind of extreme thinking. These issues often involve the interaction of emotion and thinking, which is understood using a dual systems framework, illustrated with examples of course methodology and content. The learning process aims to promote more cognitively flexible, complex and integrated thinking, measured by integrative complexity, and is supported by meta-awareness to enable emotion management. The aim is for participants to engage with difficult social issues through structured group activities, while becoming aware of social, emotional, textual, visual and rhetorical influences to increase Media Information Literacy, as a foundation for engaging with differing perspectives in order to reduce barriers between groups in society.","PeriodicalId":16973,"journal":{"name":"Journal of Social and Political Psychology","volume":" ","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Social and Political Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5964/jspp.7037","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}

引用次数: 1

Abstract

Responding to international calls for critical thinking programs to address social polarisations and extremism through education, this article examines the cognitive and socio-psychological foundations of a critical thinking programme for secondary schools in England called “Living Well With Difference” (LWWD). The aim of LWWD is to develop critical thinking about issues of social polarisation, prejudice and any kind of extreme thinking. These issues often involve the interaction of emotion and thinking, which is understood using a dual systems framework, illustrated with examples of course methodology and content. The learning process aims to promote more cognitively flexible, complex and integrated thinking, measured by integrative complexity, and is supported by meta-awareness to enable emotion management. The aim is for participants to engage with difficult social issues through structured group activities, while becoming aware of social, emotional, textual, visual and rhetorical influences to increase Media Information Literacy, as a foundation for engaging with differing perspectives in order to reduce barriers between groups in society.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

用批判性思维解决社会两极分化——英国中学“与差异共存”课程的理论应用

为了响应国际社会对批判性思维项目的呼吁，通过教育解决社会两极分化和极端主义问题，本文研究了英国中学批判性思维项目“与差异共存”（LWWD）的认知和社会心理基础。LWWD的目的是培养对社会两极分化、偏见和任何极端思维问题的批判性思维。这些问题通常涉及情感和思维的互动，这是使用双重系统框架来理解的，并通过课程方法和内容的例子来说明。学习过程旨在促进认知上更加灵活、复杂和综合的思维，以综合复杂性为衡量标准，并得到元意识的支持，以实现情绪管理。其目的是让参与者通过结构化的小组活动参与棘手的社会问题，同时意识到社会、情感、文本、视觉和修辞的影响，以提高媒体信息素养，作为参与不同观点的基础，从而减少社会群体之间的障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of Social and Political Psychology Social Sciences-Sociology and Political Science

CiteScore

2.70

自引率

4.80%

发文量

审稿时长

40 weeks

期刊介绍： The Journal of Social and Political Psychology (JSPP) is a peer-reviewed open-access journal (without author fees), published online. It publishes articles at the intersection of social and political psychology that substantially advance the understanding of social problems, their reduction, and the promotion of social justice. It also welcomes work that focuses on socio-political issues from related fields of psychology (e.g., peace psychology, community psychology, cultural psychology, environmental psychology, media psychology, economic psychology) and encourages submissions with interdisciplinary perspectives. JSPP is comprehensive and integrative in its approach. It publishes high-quality work from different epistemological, methodological, theoretical, and cultural perspectives and from different regions across the globe. It provides a forum for innovation, questioning of assumptions, and controversy and debate. JSPP aims to give creative impetuses for academic scholarship and for applications in education, policymaking, professional practice, and advocacy and social action. It intends to transcend the methodological and meta-theoretical divisions and paradigm clashes that characterize the field of social and political psychology, and to counterbalance the current overreliance on the hypothetico-deductive model of science, quantitative methodology, and individualistic explanations by also publishing work following alternative traditions (e.g., qualitative and mixed-methods research, participatory action research, critical psychology, social representations, narrative, and discursive approaches). Because it is published online, JSPP can avoid a bias against research that requires more space to be presented adequately.