Abstract

The purpose of this study is to gain an understanding of how teachers view the importance of critical thinking in regard to the learning process. The focus on teachers' knowledge of critical thinking is inspired by an examination of the cross-curricular competency advocating the ability to exercise critical judgment outlined in the Quebec Education Program. A cross-curricular competency is defined as learning acquired in a particular context that can be applied in other areas of activity; therefore, critical thinking is intended to be encouraged in all subjects taught. The Quebec reform defines critical judgment in terms of a student's ability to form an opinion and express and qualify his/her judgment based on authentic consideration of issues surrounding the problem to be considered. Comparing the definition of exercising critical judgment, as advocated by the Quebec reform, with the views of critical pedagogy's leading proponents, will aid in determining what constitutes an educational experience in which critical judgment can be exercised. Finally, because the role of the teacher is fundamental in fostering students' critical faculties, information gathered in one-on-one interviews with teachers at the elementary and secondary levels in public and alternative settings, reveals to some extent whether the Quebec Education Program can achieve its goal.