Between Open‐minded Critical Thinking and Closed‐minded Allegiance: Educational Tensions in Societies Involved in Intractable Conflict. (15th September 2020)

• Record Type: Journal Article
• Authors: Bar‐Tal, Daniel; Vered, Soli; Fuxman, Shai
• Is Part Of: Political psychology. Volume 42(2021)Supplement 1
• Page Start: 3
• Page End: 28
• Publication Date: 2020-09-15
• Subjects: critical thinking -- conflict‐supporting narratives -- culture of conflict -- national identity -- educational system -- open‐mindedness -- intractable conflict -- collective identity -- closed‐mindedness -- collective narratives -- educational goals; Political psychology -- Periodicals; Political sociology -- Periodicals; 320.019
• DOI: 10.1111/pops.12687
• Languages: English
• ISSNs: 0162-895X

Abstract

Abstract : In modern democratic societies, one of the main roles of education is to promote critical thinking and open‐mindedness. However, this objective can sometimes be seen as clashing in many societies with another one of education's primary objectives—to inculcate in the younger generation a set of common values and beliefs that reinforces collective identity. The current article examines the tension between these two educational goals—fostering open‐mindedness and critical‐thinking skills, on the one hand, and promoting closed‐minded national identity, on the other hand, in the context of intractable conflicts. In particular, we offer an analysis of the unique challenges of nurturing open‐minded and critical thinking among students in the presence of processes and content common in education systems of conflict‐ridden societies. These challenges are discussed in relation to the role that open‐mindedness and critical thinking could play in promoting peace‐building processes were they not hindered by nationalistic educational approaches designed to ensure unwavering support of the conflict.