Enhancing critical thinking skills in teaching culture, language and literature at the secondary level in the age of technology

Abstract

The association of education with the term critical thinking has contributed to the emergence of the concept of critical education or critical pedagogy. Critical thinking has become an important educational issue because of its role in enriching the teaching-learning process in the first place, and its role in training the learner as a knowledge base whose critical skills lead him to express opinions, make judgements, generate ideas, etc. to enable him to confront many destructive ways of thinking in society, which helps him preserve his culture in the context of the development of the technological age. Since the educational system is an open socio-cultural system, based on philosophical, scientific, educational, psychological and social theories. It is bound to encounter a number of imbalances, constraints and pressures that reduce the realisation of its concerted objectives and limit its effectiveness. This necessitates working to overcome them by forming a critical vision while passing the outputs of the targeted competencies of the educational curriculum as part of it on the one hand, and working to teach the cultural patterns embedded in various texts and their linguistic structures on the other hand. This study aims to track the roles played by critical thinking and critical education in preserving cultural, literary and linguistic specificities, while its importance lies in monitoring the features of critical thinking and its importance in teaching culture in school textbooks, On this basis, we adopted a descriptive and analytical approach, and divided the research into four main sections