Educational Implications Derived from Derrida's Concept of Critical Thinking

Abstract

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.