Multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) enables intersectional quantitative educational research with distinct advantages over fixed-effects models. Using data from 9,672 physics students across 40 institutions, we compared MAIHDA to traditional fixed-effects models to assess the two methods¡¯ theoretical alignment with intersectionality and ability to model outcomes for diverse social groups. The results indicated that MAIHDA provided more precise measures of outcomes for 95 of the 106 intersectional groups. The manuscript offers guidance for applying MAIHDA in educational research, including R code, and emphasizes the responsibility of researchers to consider critical quantitative theory throughout the research process.

This study investigates Midwest University (pseudonym) elementary and secondary preservice teachers¡¯ understanding and perceptions of the following three interrelated areas: critical thinking, information literacy including mis/disinformation, and civics education (developing an informed citizenry). In addition to surfacing preservice teachers¡¯ current understandings of key concepts in these areas, the study also seeks to uncover in what ways and to what extent preservice teachers identify these areas as addressed in their curriculum as mandated by academic standards and how they may (or may not) be considering their responsibilities for integrating instruction in these areas into their future practices. Implications for teacher education programs and curriculum are considered.

This policy brief focuses on infusing critical thinking (CT) in English curriculum in Philippine basic education. To facilitate infusion, three factors are considered: shared common understanding of the term critical thinking among teachers, the implementation of infusion as a pedagogical approach to CT integration, and the integration of CT in assessments. The policies were drawn from the research of Lopez (2024), Lopez et al. (2023), and other pertinent documents from the Department of Education. Policymakers should prioritize provision of in-service training exclusively focusing on infusing CT in instruction and assessment. CT as a stand-alone subject should be included in teacher-education curriculum so that future educators have a clear-cut and professional knowledge of the term CT being operationalized in instruction and assessment.

This?small but important English translation of Theodor Adorno¡¯s public lectures (Lectures 1949-1968, Volume 2)?is essential reading for lay audiences interested in developing a critical understanding of the interconnected issues of urban design and social structures, the liberatory implications of sociological research, political education and schooling, the deep psychology of authoritarianism, research and teaching in the modern university, the role of superstition in seeding fascism, and the persistence of right-wing extremism in western democracies. For readers who are unfamiliar with Adorno, these lectures are a perfect introduction to both his method of critical analysis as well as to the conclusions¡ªoften counterintuitive¡ªit reveals about the individual¡¯s unconscious but formative relationship to the socio-political sphere.?In the 21st century, the call to unfreedom from the podium of authoritarianism grows more insistent every day. In these lectures, Adorno shows us how our ability to disentangle truth from social structures powerfully articulates with our ability to transform them.

We examine racial discrimination in the market for public school district bonds in the United States. Using National Center for Educational Statistics common core data for 12,083 school districts between 1997 and 2018 (N = 213,315), we find a highly statistically significant (? = -0.001, P<0.000) negative relationship between school districts¡¯ racial demographics and the approximate interest rate that district paid on its bonds. Using a Kitagawa-Blinder-Oaxaca decomposition we find that a one percent increase in the number of white students came with a .3 percent decrease in school districts¡¯ approximate interest rate, up to a certain threshold of whiteness. In states with high racial animus, the relationship is even larger: one percent increase of white students lowers the approximate interest rate by one percent. We deepen this quantitative analysis with a qualitative examination of racial discourse in a sample of bond statements (N = 70). We find these statements make little mention of race, despite the statistically significant discount that white schools receive on the municipal bond market. We name this overall dynamic of race-evasive discourse and statistically significant racial discrimination by lenders of school bonds a white interest discount.

Despite greater attention to the ethics of experimental research methods over the past several decades, randomized controlled trials still face criticism for at times engaging in extractive or exploitative practices in their implementation. In response, there are growing calls from the field to incorporate community engagement to enhance attention to equity and improve acceptability through culturally responsive research and evaluation practices. This systematic review focuses specifically on the integration of Community-Based Participatory Research (CBPR) and related approaches in the experimental evaluation of thirty-six unique youth or family-focused interventions, described in sixty-nine articles spanning multiple disciplines. Results include summaries of study characteristics, commonly used strategies and approaches, and perceived strengths and challenges of the use of CBPR principles in randomized controlled trials. The findings highlight how CBPR can strengthen a study¡¯s validity by integrating community voice and perspective at every stage of the evaluation process, helping address historical power imbalances and improving the utility of causal evidence. This review advocates for the expansion of CBPR approaches in experimental methods as a pathway to advance transformative social policy research that improves outcomes and reduces inequities.

In this work, we examine the process of using QuantCrit methods to explore the academic decisions that Black and Latine graduate STEM students make to cope with racial climate at Predominantly White Institutions (PWI). We call this form of academic coping the Twice-As phenomenon, which describes Black and Latine students¡¯ awareness of a need to over-perform in academically rigorous, elitist, and predominantly white settings as a means of managing stereotypes about their intellectual inferiority. Here, we aim to measure the academic coping that these students engage in after they experience racial stress but before they experience Racial Battle Fatigue. We used Factor Analysis to create this scale based on 100 student responses. We discuss how Critical Race Theory and QuantCrit informed every decision we made and how quantifying racialized academic coping is critical to communicating the real and potentially devastating impacts of subtle, discrete, and often hard-to-notice forms of modern racism.

We believe in the urgency of anti-racist research approaches to expose and disrupt the pervasiveness of white supremacy in statistical approaches, especially within the field of Special Education. Therefore, we propose that extend QuantCrit to reimagine the use of advanced statistical applications. We apply these principles to special education research, specifically a national study of ECLS-K data and Delaware study of K¨C12 data, involving the segregation of students with disabilities and resegregation of Students of Color. Combined, these examples demonstrate how statistical approaches can be adapted for anti-racist inquiry when QuantCrit is applied. We conclude with implications.

Quantitative research often reinforces deficit narratives by comparing minoritized groups to dominant identities, ignoring within-group diversity. Using Latent Class Analysis (LCA) with High School Longitudinal Study (HSLS) data, we examine transgender students¡¯ understanding of college finances. Over half of 200+ trans students were uncertain or planned to self-finance, while those confident in funding were more likely to enroll. These findings highlight diversity within trans students and the need for better financial support. We advocate for LCA as a critical quantitative tool to reveal heterogeneity and promote equitable center policy analysis.

To address racial inequity, researchers have called for critical quantitative approaches that reclaim statistics. Using one critical quantitative methodological framework, QuantCrit, and one theoretical framework, intersectionality, this paper provides considerations for critical education researchers when working with a popular source of data: secondary datasets. Based on a scoping review of work from education, social science, and beyond, I provide ways for educational researchers to act for social justice starting from the beginning of a study through the dissemination of findings. These steps encourage more reflective, community-oriented, and interdisciplinary research rather than provide a prescriptive set of guidelines.

This study explores how gentrification influences Latino students¡¯ access to advanced mathematics courses through the lenses of Quantitative Critical Race Theory (QuantCrit) and Critical Race Spatial Analysis (CRSA). Using data from the High School Longitudinal Study of 2009 (HSLS:09), the analysis reveals that extended periods of gentrification (2010¨C2019) significantly limit access, with Puerto Rican and Mexican/Mexican-American students most affected. Conversely, intersectional identities such as Black ¡Á South American show mitigating effects. These findings emphasize the necessity for equity-focused educational policies and community-centered urban planning to counteract systemic inequities linked to gentrification.

This paper critically examines the subversive message in the book of Job against the biblical theology according to which God rewards good people and punishes bad ones. He challenges the biblical ethos of ¡®retributive justice¡¯ found in wisdom literature and presents the transcendental view in which God is not subject to human manipulation, as the ideal of faith. The book of Job defies wisdom books such as Ecclesiastes, Proverbs and Psalms, which promote proper behavior through divine reward. He also questions the construction of a social hierarchy built on fear of punishment. Using psychiatrist Elisabeth Kubler-Ross¡¯s stages of grief, the article analyzes Job¡¯s spiritual journey from despair to recovery, emphasizing the achievement of his transcendental faith. The article examines different meanings of faith in the biblical tradition, grief, recovery, reconciliation and forgiveness. It seeks to explain God¡¯s answer to Job and the mutual reconciliation between them despite the disasters caused to Job.

This article examines the history of philosophy and some of its fundamental moments from specific interpretations provided by different authors to understand other critique perspectives. Philosophical critique as the practice of the art of existence, as a form of care that puts people at risk, as a critique of insufficiency based on the desire for what is not possessed, as a critique of government or power, as a form of voluntary ¡°in-servitude.¡± Defense of affirmative freedom through critique. Critique is an ethical-political value and an internal and external capacity that demands a democratic way of life based on the guarantee that specific capacities will be developed. Critique is part of the teacher¡¯s academic freedom and the student¡¯s freedom of opinion in education, which is monitored and repressed by the status quo. A knowledge society based on the logic of neoliberal power monitors and persecutes critique, and its education system promotes competencies for adapting to the status quo, thus ignoring critique. Critique acts as hope and resistance to the status quo.

Virtue-based approaches have attracted significant recent interest in argumentation, including a recent anthology of Chinese translations of important articles in the field. In this article, adapted from the introduction to that anthology, we discuss the origins of virtue argumentation and some of the challenges it has faced, as well as attempt to provide an overview of recent work on the virtues and vices relevant to argumentation. In the final section we discuss the articles that were selected and motivate their selection.

The term ¡°critical thinking¡± is barely a century old; and it is controversial, fraught with ambiguity, and often treated as an academic orphan, condemned to the margins of scholarly culture. Despite its ¡°royal¡± ancestry, as the embodiment of rationality inherited from Ancient Greece, it has come to represent an isolated and sectarian field of inquiry. But philosophers would be wise to take due credit for their offspring rather than shun or disavow critical thinking; and other scholars should recognize it as their shared legacy from philosophy, and the embodiment of intellectual rigor.

We live in an era characterized by technology as an integral part of the overall experiences. Non-hierarchic access to communication and virtual contacts in the metaverse, experienced as no less real than those in the brick-and-mortar world. The global health crisis has further highlighted the understanding that the integration of technology into our lives is inevitable, and when it comes to teaching and learning, the right use of technology can take teachers and learners to new, exciting places. The social distancing regulations imposed worldwide provided educators with an opportunity to try out a variety of technological tools that enable surprising collaborations and access to information that encourages cognitive flexibility and a reexamination of our assumptions on knowledge, learning, teaching, human interaction, and space-time¡¯s limitations. However, one great challenge within this ongoing transition concerns underprepared educators, feeling the pressure to make a successful shift while sustaining their educational inner compass regarding what constitutes adequate education. In this teacher¡¯s self-study, I examined my teaching experience while teaching online. Informed by existing research, critical reflections, dialogue with a critical friend, a community of colleagues, and students¡¯ artifacts, I inquire whether¡ªand how¡ªI can practice dialogical pedagogy while teaching online.

This study assessed the International Critical Thinking Essay Test (ICTET-A) for inter-rater reliability, internal reliability, and criterion validity. A self-selecting sample of participants (N = 100) completed the ICTET-A and a comparison test online. We found the ICTET-A items to have moderate to good levels of inter-rater reliability, and overall excellent inter-rater consistency for total test scores. The test had good internal reliability. There was a strong correlation between scores on the ICTET-A and the comparison test. Factor analysis showed that scores were best explained with one factor, suggesting the test measures a single construct. The ICTET-A can therefore be considered a valid measure of critical thinking. Additionally, we propose a short form of the test.

Matthew Lipman befriended me at an APA meeting in 1974. Through more than twenty years of phone calls, I got to chat with, consult with, and learn from Matt the details and challenges of developing philosophy for children. He acknowledged that I convinced him that the program needed ¡°branding,¡± lest anyone present similar-sounding programs¡ªsome of which might be good and others not. He got a snippet of a video of my teaching troubled sixth-graders with his book Harry Stottlemeier¡¯s Discovery on the Today Show with Bryant Gumbel. That did much to shape my future, as did branding for sustaining Matt¡¯s program. Lipman and I spoke by phone several times every year from 1976 until the mid-1990s.

When critical thinking occurs in a collective context such as a Philosophy for Children workshop, it cannot be considered simply as an intellectual exercise, insofar as it depends on social interactions in the philosophical dialogue. This is why, in line with the works of Matthew Lipman, critical thinking should be taught and practiced as an exercise based on the development of caring thinking among children. Furthermore, open-mindedness, defined as the ability of the child to welcome intellectually and ethically divergent ideas, may constitute the very fundamental precondition for critical thinking as it permits the meticulous, analytic and authentic discovery of the idea. Such is the line of research developed in my article entitled ¡°The development of caring open-mindedness is at the heart of true critical thinking in philosophy for children.¡±

Some researchers have claimed that there is no significant correlation between students¡¯ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students¡¯ majors and other standardized tests, data from Baker University¡¯s Critical Thinking and Writing Program show large differences in effect size gains relative to students¡¯ majors.

This paper examines relationships between teaching critical thinking and teaching philosophy to adolescents (ages 12¨C17). The focus is on argumentation, especially on the method used to determine how well the premises of an argument support its conclusion. The method is the method of counterexamples. This article describes the results of teaching this method to adolescents (ages 12¨C17) who were participants in a summer enrichment program at Rutgers University-Newark, the Rutgers-Merck Summer Bioethics Institute. The participants were to learn about the philosophical ideas underlying current biomedical technologies. The article discusses the basic ideas of argumentation and the method of counterexamples for determining the support that premises give to conclusion for a given argument, and it discusses teaching this method to adolescents. The article describes how to assess that they have properly learned it, and, finally, it closes with a discussion of the cognitive skills adolescents acquire in learning philosophy. Teaching a reliable method of determining argument support for a conclusion prior to teaching philosophy to adolescents results in their achieving a deeper understanding of philosophy.

In June 2016, Texas A&M University hosted its inaugural philosophy camp for teens. In this article, we address how running a philosophy camp for pre-college students can have a positive impact on both the campers and the staff, which included philosophy faculty, graduate students (Philosophy and English), and undergraduates. We designed the week-long (Monday through Friday, 9 a.m.¨C4 p.m.) philosophy camp with three aims: to introduce pre-college students to philosophical thinking and dialogue; to develop an intellectual community among the campers; and to provide a space in which young people could engage as equal partners in a series of spirited philosophical discussions. Drawing chiefly from our local community, we enrolled a diverse group of campers. We organized the week around themes that we thought would be of particular interest to pre-college students while also providing a broad view of the discipline. What we did not anticipate was the intense friendships that were formed, based on a shared love of philosophical ideas.

A ¡°good¡± arguer is like an architect with a penchant for civil and civic engineering. Such an arguer can design and present their reasons artfully about a variety of topics, as good architects do with a plenitude of structures and in various environments. Failures in this are rarely hidden for long, as poor constructions reveal themselves, often spectacularly, so collaboration among civical engineers can be seen as a virtue. Our logical virtues should be analogous. When our arguments fail due to being uncivil and demagogic, since we inhabit the arguments we build, we are all crushed beneath our flawed reasoning. This mixed metaphor takes us to a self-referential analysis of argumentation, analogy, and humor. I argue that good argumentation strives to collaboratively convince rather than belligerently persuade. A convincing means toward this end is through humorous analogical arguments, whether the matter at hand is ethical, logical, theological, phenomenological, epistemological, metaphysical, political, or about baseball.

In this essay, we give a theoretical overview of how humor can play a meta-argumentative role, particularly in making clear the norms and stakes of arguments. This, we think, has salutary consequences for teaching critical thinking and argument evaluation¡ªhumor is a useful tool for making those things clear. However, there are troubling features of humor¡¯s functions that problematize its use in teaching settings. These are what we call the cruelty, audience, accessibility, and gender gap problems for humor as a pedagogical tool.

Distinguishing necessary and sufficient conditions can be challenging to undergraduate logic and critical thinking students. Explaining J.?L. Mackie¡¯s notion of INUS conditions¡ªinsufficient but necessary parts of unnecessary but sufficient conditions¡ªis an even more difficult concept to understand. It is helpful to have memorable examples that not only clarify the concept, but make it easy to remember. Law student turned stand-up comedian Demetri Martin uses necessary, sufficient, and INUS conditions to construct absurdist jokes. These jokes provide effective tools for making Mackie¡¯s notion understandable and memorable.

This article presents both practical tips for, and explores theoretical considerations related to, teaching the Enlightenment in the twenty-first century college classroom. It begins by reviewing some of the many resources instructors today can use as they guide their students through the Enlightenment. It then explores how scholars¡¯ understanding of the period has changed over time, before examining what students learn about the Enlightenment before they come to college, and then considers the politics of teaching the Enlightenment today. The article then pivots back to the practical and explores the many things we can do with our students as we engage with the Enlightenment. However the Enlightenment may be conceived¡ªwhether as one or many, reformist or revolutionary, a movement or a series of debates¡ªthis article argues it is vital we keep teaching it in these times.

Until the late seventeenth-century, French women had limited access to education. This article explores the openings that the Enlightenment provided for reconceptualizing women¡¯s education, and how women used their roles as salonni¨¨res and novelists to challenge gendered educational limits. Using the lenses of education and gender norms, we highlight women¡¯s intellectual contributions to the French Enlightenment and the history of ideas and emphasize the role of critical thinking in creating gender equality. With this scholarship, we encourage students to reflect on the history of the Enlightenment and the importance of reading, writing, and critical thinking for tackling present issues of discrimination. Furthermore, for educators, we challenge them to see the benefits of centering marginalized voices in the history of the Enlightenment for what those voices offer, engaging students in critical thinking and education and addressing equity and social justice for both individuals and society at large.

The eighteenth century French Enlightenment writers¡ªVoltaire and Montesquieu especially¡ªwere cited in American textbooks as the thinkers who most influenced the founding generation of America until at least the 1970s. They still are, throughout much of the world. And rightly so, as studies of colonial periodicals and pamphlets have largely shown. When and why did they disappear from our high school textbooks? When Voltaire is mentioned at all, it is only as the author of Candide. This essay focuses on Voltaire as a sort of ¡°missing link¡± in our understanding of American history and government. It includes discussions of his other works, considered far more consequential in his own day, and of his ubiquitous use of critical thinking. The case of Voltaire closely parallels the more recent efforts to erase Thomas Jefferson from U.S. schoolbooks: the author of the first bill for religious freedom and its leading champion in America.

Ideas about education and its power to transform people¡¯s intellectual, social, political, and personal lives were central to Enlightenment thought. They were also central to the Enlightenment belief that new ways of thinking engendered new ways of living (and vice versa). Taken together, these points placed education at the heart of early modern debates over the constitution of society, the organization and administration of the polity, the nature and purpose of civil society, and the relations that govern everyday life. To understand this view of education and the Enlightenment debates to which it gave rise, this essay highlights the role of skepticism and uncertainty in Enlightenment thought, the philosophes¡¯ interest in education as an instrument of moral and social improvement, and their commitment to the idea that both individual and collective progress stemmed from critical forms of social intercourse. As a result, we see that the Enlightenment¡¯s educational legacy is not a particular platform or pedagogy, but an ongoing experiment in how the critical and collective pursuit of useful knowledge might reform or remake human society.