Cultivating critical thinking for global citizenship

"To question assumptions is to think critically, and to think critically is to understand the world." Hannah Arendt

In my last post, I explored the core aspects of Critical Global Citizenship Education (CGCE), focusing on critical thinking, dialogue, reflection, and responsible action. Today, I want to look more closely at the first of these: critical thinking.

Photo by Meriç Dağlı on Unsplash

Critical thinking is essential for global citizenship. It's the tool that helps us question the systems, structures, and beliefs shaping our world. In education, it enables students to dig deeper than surface-level answers, uncovering the complexities and contradictions in global issues. As bell hooks explains, critical thinking aims to uncover "core, underlying truths" rather than settling for superficial answers.

What Does Critical Thinking Look Like in a PYP Context?

In the Primary Years Programme (PYP), critical thinking is closely tied to the inquiry process. It starts with asking questions—not just any questions, but those that challenge assumptions, invite multiple perspectives, and encourage deeper investigation. For example:

• Instead of asking, "Why is recycling important?" we might ask, "Does recycling work the same way for everyone? Who might have a harder time recycling, and why?"

• Instead of "What is climate change?" we might consider, "Why do some people talk about climate change a lot, while others don’t? Who decides what gets done about it?"

These kinds of questions guide students toward critical analysis. They prompt learners to examine the historical, social, and political contexts of global issues and to consider their own roles within these systems. The inquiry process in the PYP encourages students to think deeply, question assumptions, and expand their ideas through critical and creative thinking.

The Role of Teachers in Nurturing Critical Thinking

One key takeaway from educational research is the crucial role teachers play in fostering critical thinking. In the PYP, we already emphasize inquiry and conceptual learning, but the teacher's mindset and approach are just as crucial. As educators, we should model the kind of thinking we hope to nurture in our students:

• Embrace Complexity: Resist the urge to simplify. When students grapple with complex ideas, they're more likely to develop a nuanced understanding.

• Value Multiple Perspectives: Encourage students to explore diverse viewpoints, even when they challenge our own. Multiple perspectives help students see beyond their own experiences and ask deeper questions about the world around them.

• Create a Safe Space for Inquiry: Critical thinking requires courage—to question the status quo and to reflect on our own assumptions. A trusting, supportive environment is essential.

  
  

Connecting Critical Thinking to Global Issues

Critical thinking isn't an abstract skill; it's deeply connected to the real-world challenges our students will face as global citizens. Last semester, our Grade 4 students used the UN's International Day of Peace as an opportunity to practice critical thinking. After reflecting on the meaning of peace, we posed questions like:

• "What are some examples of peace that we see in our world? What strategies were used to solve conflict?"

• "What systems or structures might promote or prevent peace?"

• "How might the pursuit of peace look different for people with different lived experiences?"

These discussions were challenging but incredibly enriching. They helped students recognize that peace isn't a static concept—it's a process, shaped by power, privilege, and context.

Looking Ahead

As we deepen our commitment to nurturing critical global citizens, critical thinking will remain a central focus. It's a skill that not only supports academic success but also empowers students to engage with the world in meaningful ways.

Works Cited

Andreotti, V. (2006). Soft versus critical global citizenship education. ​Policy & Practice

(Centre for Global Education),​ ​3​, 40-51.

Blackmore, C. (2016). Towards a pedagogical framework for global citizenship education. International Journal of Development Education and Global Learning​, 8(1), 39-56.

hooks, b. (2009). ​Teaching critical thinking: Practical wisdom​. Retrieved from http://ebookcentral. proquest.com

International Baccalaureate Organization (IBO). (2018). PYP: From Principles into Practice. International Baccalaureate.

Rizvi, F. (2008). Epistemic virtues and cosmopolitan learning. ​The Australian Educational

Researcher,​​35(​1),17-35.