Assignment no 1

subject
criticAl thinking And reflective prActices
course code
8611
semester
spring 2024, first semester
level
b.ed(2.5yeArs)
subjected to
kinzA hudA
 subjected from
Areej kAnwAl
student id number
0000772370

Introduction Complete

Q:NO:1
How does critical Thinking help us to learn?
…criticAl thinking in educAtion…
Critical theory in education has emerged from the
wider discipline of sociology and focus at the ways in
which political ideology shapes education as a way of
challenging existing scheme of privilege and social
control within educational planning like any other
social sector. It cross examines the
social,cultural,political and economic context of
compulsory education to demonstrate how education
is serving the dominant cultural interest in any society
by developing generation whose members are unable
to question or challenge the status quo and Marley
accept the dictation they are given by the authority . It
took a special turn in twentieth century by building up
the assumption that society as it is currently
constituted under capitalism is basically unjust.
It maintains that those normative values through
which societies are operating and organising must be
challenged and changed if human being are to
apprehend their full potential. Drawing from
sociological, psychological and anthropological
evidence, critical Thinking advocate that a better
society is possible,but can only be achieved through
fundamental changes in values and disposition,rather
than cosmetic changes in the discourse ,but this
change can occur within the life opportunities of each
individual who is allowed to practise freedom.Its
critical analysis is this directed towards those
structure which create the hegemonic normative
values of society and through them the power status
quo. The critical theorists soon found their way into
studies of education that were taking place in the mid
of twentieth century.
Critical theory in education this through a critical eye
upon the history ,the development and practice of
education contextualisatio. It holds that education in
the modern word is shaped by the idealogies and
power structure that devolve from all previous and
current school of thought . The critical Thinking hold
that the education in current form serves to reproduce
these conditions in ways which benefit the already
powerful. Critical education theory strives to
promotes an idealogies of education as an instrument
of social transformation and as a means of attaining
social,cultural and economic equity. Initially it did this
from Marxist point of view,but gradually has adopted
many of the doctrine and theories of cultural studies
to reveal how cultural codes play a primary role in both
curriculum development and classroom practice.

Q:No:2
Explain how Foucault, Bourdieu and friere
provided grounds of critical theory?
Critical theory is a broad intellectual
movement that challenges dominant
idealogies and power structure. It aims to
expose the inequalities and injustices
embedded in various social, political and
educational system. Three key thinkers –
Michal Foucault,Pierre Bourdieu and Paulo
Freier – have significantly shaped this field.
1- Michal Foucault; power, discourse
and knowledge
• Power is everywhere: Foucault
breaks away from traditional views
of power as a centralised force held
by government . He argues that
power is diffused throughout
society, operating in subtle ways
through institutions, discourses and
knowledge production. Power is not
simply repressive; it shapes our
understanding of the world and
 produce subject who confirm to its
norms.
• Discourse and knowledge
production: Foucault emphasis the
role of language and discourse in
constructing knowledge and
shaping reality . He explore how
knowledge is not objective but
rather produced within specific
historical and social contexts.
Institutions like school and hospitals
create dominant discourse that
shape how we think about ourselves
and the world.
• Discipline and panopticon:
Foucault analysis how power
operates through discipline,a
mechanism of control that trains
bodies and minds to confirm to
 societal norms. He uses the
mataphor of panopticon, a prison
where inmates are under constant
observation,to illustrate how even
without physical force , individual
internalise discipline and self
regulate their behaviour.
2- Pierre Bourdieu; social reproduction
and habitus
• Social class and cultural capital:
Bourdieu emphasis social class as a
key factor in shaping individual
opportunities and experience. He
introduced the concept of cultural
capital – the knowledge,skills and
disposition that are valued in a
particular social class . This cultural
capital is passed down through
families, giving some individuals
 advantages in education and career
paths.
• Habitus and distinction: He uses
the concept of habitus – the
internalised system of
disposition,values and practice
acquire through social experience –
to explain how individual navigates
the social world . Your social class
shapes your habitus ,which in turn
influences your choice ,tastes and
behaviour. Bourdieu highlights the
concept of distinction.
• Education and social mobility: E
Education, according to
Bourdieu,often reinforce existing
social inequalities. Schools tend to
reproduce the cultural capital of the
dominant class,making it difficult for
 students from lower classes to
achieve upward mobility.
Bourdieu and critical education:

• Hidden basis in curriculum:

Bourdieu ‘s work encourage
educators to examine the
curriculum for hidden biases that
favor the cultural capital of the
dominant class. Teachers can
introduce diverse perspectives and
resources to challenge these biases
and provide equal opportunities for
students.
3- Paulo Freier; Dialogue and critical
consciousness
• The banking modal of education:
Freier critiques traditional
education- the banking modal-
 where teachers deposit knowledge
into students ‘s minds as if they
were empty vaults. This approach
fosters passive learning and
reinforce existing power structure.
• Dialogue and problem posing
education: Freier proposes
“problem posing education” ,a
dialogical approach where students
and teachers Engage in critical
dialogue about social issues and
injustices. This process empower
students to develop a critical
consciousness,the ability to analyse
their own experience.
• Liberation from oppression: The
ultimate goal of Freier pedagogy is
liberation from oppression. Through
critical reflection and dialogue,
 students can gain the tools to
challenge the status quo,fight for
social justice.
Friere and critical education:
• Empowering pedagogy: Friere ‘s
work informs critical pedagogy,
which emphasis student voice ,
participation and problem solving
skills. Teachers can create an
environment where students learn
to think critically about their
experiences and the world around
them.
Conclusion…..
The work of Foucault, Bourdieu and Friere
provides a strong foundation for critical
theory in education. By understanding how
powers how power operates through
knowledge production, social reproduction
and dominant resources, educators can
challenge the status quo and foster a more
critical and empowering learning
environment.
Q:NO:3
What is the philosophy of power in a
society? How does it influences
educational planning in a country?
The philosophy of power in a society is a complex
and multificated topic that has been debated for
centuries. Here look at some of key perspectives:
1- Power as control and authority:
➢Traditional view: A classic view of
power sees it as the ability to
control resources, influence others
and make decisions that affect their
lives. This power is often
concentrated in Tha hands of a
 ruling elite ,such as a government or
a wealthy class.
➢Legitimate vs. Coercive power:
This perspectives differentiate
between legitimate power ,drives
from a position of authority or
expertise and coercive power
enforced through threats and
violance.
2- Power as a network of relations:
➢Michel Foucault : French
philosopher michel Foucault
challenged the idea of power as a
centralised force. He argued that
power is diffused throughout
society operating in subtle ways
through institutions, discourses and
knowledge production. Power is not
just about control it shapes reality
who confirm to its norms.
 ➢Focus on relationship: the
perspective emphasis how power
operates through relationship and
interaction. Individual and groups
negotiat,collaborate and compete
for influencers within a complex
web of social relations. Power is not
a fixed possession but rather a
dynamic process constantly in flux.
3-Power as productive and repressive:
➢Double -edged sword: Power can be
used for both good and evil. It can be
used to oppress and control,but it can
also be used to create social change
and promote justice. It depends on the
intention and action of those who wield
it.
4- Power and social class:
➢Marxist perspectives: Marxist thinkers
like Karl Marx viewed power as
 inextricably linked to social class. The
ruling class,who control the mean of
production,hold the most power and
use it to maintain their dominance over
the working class.
5- Power and knowledge:
➢Critical Thinking and resistance:
However , Foucault also saw
possibilities for resistance. By
questioning dominant discourse and
engaging in critical analysis, individual
can challenge the power structure that
produces them.
How does it influences educational planning
and policies in a country?
The philosophy of Power significantly influence
educational planning and policies in a country.
Here’s how:
1- Shaping educational goals:
 ➢Power and priorities: The dominant
power structure in a society influence
the defined goals of education. A
government or ruling class may
prioritise creating a work force with
specific skills needed for their
industries, or they may focus on
fostering a citizenry with a certain
idealogy .
➢Social mobility vs. Social
reproduction: Depending the power
dynamics, educational policies might
aim to promote social mobility by
providing equal opportunities for all ,or
they might favor the existing social
hierarchy by reinforcing the advantages
of the privileged class.
2- Curriculum design and content:
➢Dominant narratives: The
curriculum often reflects the
 perspective of powerful. Historical
narratives may be skewed and
certain knowledge system may be
marginalised or even excluded. This
can shape students understanding
of the world and their place in it.
➢Critical Thinking vs. Compliance :
Power structure can influence
whether the curriculum encourage
critical Thinking and questioning of
authority or promote obedience and
conformity to existing norms.
3- Resources allocation and funding:
➢Unequal opportunities: Power
dynamics often translate into
unequal distribution of resources.
School serving wealthy
communities may have more
funding,smaller class size and
access to advanced technology,
 while school in underprivileged
areas may struggle to provide basic
necessities.
4- Assessment and accountability
system:
➢Standardized testing: Standardized
testing,often a product of top- down
educational policies,can be a tool of
power . It can dictate pedagogical
approachs, narrowing the
curriculum to focus on testable
skills rather than fostering a broader
education.
Q:NO:4
Which are various models of
cooperative teaching and what is
the role of teacher in cooperative
teaching?
Cooperative teaching,also known co-
teaching,is a powerful strategy where
two or more educators collaborate to
deliver instructions in the same class
room. This approach offers numerous
benefits for both teacher and student.
1- Team teaching:
➢Description: In team teaching,both
teachers are actively involved in
delivering the instructions
throughout the lesson . They may
take turns leading different parts of
the lesson, present information
simultaneously or play
complementary roles with one
teacher providing explanation while
the other facilitates activities.
➢Benefits: Students benefit from
exposure to different teaching
styles. This approach can also
improve pacing and clarity of
instructions. Teachers can leverage
 their strength and provide additional
support to students who may need
it.
2- One teach,one assist:
➢Description: This modal
involves one teacher leading
the main instructions,while the
other teacher circulate around
the classroom,providing
individual or small group
support. This support can
involve clarifying
concepts,checking for
understanding, offerings
additional resources or
managing students behaviour.
➢Benefits:
Students receive immediate
assistance, leading to a deeper
understanding of the material.
 The lead teacher can focus on
delivering the core content,
while the assisting ensures that
are students are engaged.
3- Parallel teaching:
➢Description: In parallel
teaching,the class is divided
into two parts and each
teacher instructs one group
simultaneously. This modal
often involves the delivering
the same content but with
potentially different activities
to cater to the specific needs of
each group.
➢Benefits: This modal allows for
smaller group
instructions,facilitating more
personalised attention and
interactive learning. It can be
 particularly beneficial for
differentiated
instruction,catering to
students with divers learning
styles.
4-Station teaching:
➢Description: This model involves
dividing the classroom into learning
stations , each focused on a
specific concept related to lessen
topics. Students rotate through
these stations independently or in
small group completing assigned
tasks or engaging in activities at
each station. Teacher can be
stationed at specific areas to
provide guidance and offer support
throughout the stations.
➢Benefits:
 Station teaching fosters student
engagement and active learning . It
allows for self paced learning and
caters to different learning styles.
This modal can also be effective for
incorporating technology or Handa
on activities into the lesson.
5-Alternative teaching:
➢Description: This modal is flexible and can
be adapted to various situations. One teacher
may take the lead for a specific portion of the
lesson that aligns with their expertise ,while
the other handles administrative tasks and
address behavioural issues.
➢Benefits:
Alternative teaching allows a teacher to
utilise their strength and expertise effeciantly
. It can be particularly beneficial for
addressing students need that requires
specialised attention or individualsed
intervention.
Q:NO:5
How does Schon’s theory of reflective
practice explain the ideas of reflection
given by john Dewey?
d.A.schon:
A philosopher who has concerned with the
development of reflective practices from all
aspects of an individual ‘s personal,
professional and social life was a pianist and
clarinetist – playing in both jazz and chamber
groups(M. K.Smith,2005).
According to Schon “ Professional knowledge
and expertise is development through
reflective practices”. Schone was basically
interested in knowing as to when and how the
professional use reflection for professional
development. Schone’s work was based on
the proximal development of theory and
practice of reflection.
Schon was a trainer of the trainers. So his
most of the work was for educators who train
the educator. The basis of his work is “
Espoused theory”. This is basically the mind
behaviour modal of an individual. What an
individual thinks. What he does is known as “
Theory in use”. If we ask a teacher as to how
she deals with the failure students? She will
say that we do that counselling and give
special attention to that particular child. The
first one is the “ Espoused theory” and the
later on is “thwory in use” . Similarly some
theories do make sense in the textbook but
when applied they are not effective and as
useful as claimed by the theorist. Schon work
is based for the newly professional to let
them know as to how the expert use, theory in
use ,in real life practices. In this regard his
work is on reflection in- action and on-action.
Professional reflect while they are engaged in
an experience. In this practice of
reflection,the young professional who are
inexperienced,develop the ,theory In use they
underlie competence , Knowledge, decision
making skills and above all practices .
Dewey described “aspects” of reflection.
Kolb describe “phases” . Schon divided
reflection into two parts: reflection “in”and
“on” action. All includes experience followed
by reflection and the generation of
hypothesis. For each learning from
experience requires shuttling back and forth
from observation,to examination on those
reflection and then acting on the conclusion.
The more people reflection action ,the better
they get at reflection and the more they can
learn about themselves.

Assignment complete