Embracing Discomfort: Brexit, Groupthink and the Challenge of True Critical Thinking

Abstract

This article argues that the left-liberal bias in the teaching profession can stifle genuine critical thinking amongst learners. Schools are increasingly committed to classroom debate about issues like Brexit, but should confront their own internal biases in order to make such debates effective. Methods such as Philosophy for Children, which encourage open-ended discussion and reflection, can support learners to articulate challenging viewpoints. The article argues that all educators should be open to changing their views, and should distinguish between ‘disagreeable’ views that are unacceptable, untrue or merely uncomfortable. Recognising that complex issues may have multiple internally coherent responses, and that not all ‘acceptable’ opinions are on the left of the political spectrum, is vital for encouraging genuine debate within development education.

Keywords

• Critical Thinking
• Controversy
• Debate
• Brexit
• Political Bias
• Philosophy for Children
• Argument
• Reason