Critical thinking needs some care in curriculum planning and pedagogy. For example, when investigating fair trade or development in geography:. The GA considers that critical thinking is best applied to gain and deploy deeper geographical understanding, rather than practiced as a skill in its own right.
Critical thinking in practice guidance. Exemplification booklet for primary PDF. Exemplification booklet for secondary PDF. Critical thinking and global learning : a key article from Margaret Roberts on critical thinking, critical pedagogy and how to apply them in the classroom.
Argumentation map. Critical thinking in the context of global learning from Primary Geographer. Mind friendly learning in geography : learning and applying a range of thinking skills from Teaching Geography. Developing holistic thinking : mind-mapping from Teaching Geography.
Are year 13s too old to think? The silent debate : a strategy for critical thinking about complex issues from Teaching Geography. GA Manifesto. Thinking geographically. Pedagogy and thinking : part of an online CPD unit on migration. Theory into practice: Mysteries Make You Think : the use of Mysteries in the geography classroom and how they can help develop students' thinking skills. Theory into Practice: Moral Dilemmas : how to help pupils explore the moral dimensions in geographical issues.
National Geographical Decision-making collection. Owens, P. They analyze this geographic data and understand relationships across time and space. Geographic investigations are often value laden and involve critical-thinking skills.
For example, after examining a map of cotton production in the USA, students investigate the relationship between latitude, altitude, climate, land use, and cotton production. After discovering much cotton is grown in dry regions that must be irrigated, students can then ask "Why is cotton grown in these dry areas?
Should cotton be grown in these dry areas? Is that the best use of water and other natural resources? Finally, students present the results of their investigations using geographic tools such as web GIS and desktop geographic information systems. Their investigations usually spark additional questions, and the resultant cycle is the essence of geographic investigation.
Students study geography to understand that the earth is changing. Then they scientifically and analytically think about why it is changing. And they even dig deeper than that. Should the earth be changing in these ways?