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In this chapter, "The Transformative Power of Engaged Thinking for Peace Education" offers an engaging critique in thinking about critical thinking and education. Robert Gould suggests an expanded notion of critical thinking that includes thinking together, not just thinking alone or thinking from nowhere for everywhere wherein he states, it seems that thinking together is at the heart of cosmopolitanism, where we first respectfully welcome the other, then proceed to think across the differences of culture, history, and psychology. If the challenge of peace education is to help us learn to think and connect across difference, then we must look at a central difficulty in the way we teach critical thinking (both formal and informal logic). If critical thinking means careful thinking, then we are not careful enough when we solely focus on how to develop a position on a subject or argument. Unfortunately, according to Gould, the way we conventionally teach critical thinking amounts to argument construction—not connection across difference.

DOI: 10.1007/978-90-481-3945-3_4

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