Toward a self-correcting society: Deep reflective thinking as a theory of practice

Abstract

This paper addresses the question of how to educate toward democracy, which has as its defining trait the ability to self-correct. We draw on a study that investigated Deep Reflective Thinking (DRT) as a classroom method for cultivating collective doubt, which is essential for developing students’ capacity for self-correction in a community of inquiry.

Keywords

• deep reflective thinking
• democracy
• genuine doubt
• metacognition
• self-correction