How critical thinking should be at the heart of digital interactions?

• Main Author: Thibaud HULIN
• Format: Article
• Language: English
• Published: Etudes Scientifiques Spécialisées Appliquées aux Communications Humaines, Economiques, Sociales et Symboliques 2018-12-01
• Series: Essachess
• Subjects: critical thinking; pedagogical design; interactions; reflexivity; digital writing
• Online Access: http://www.essachess.com/index.php/jcs/article/view/432

In this paper, we study how to teach critical thinking at the digital era, in order to promote practitioners autonomy. A theory of interactions is proposed to identify constraints that structure digital creativity. This model helps to design a critical pedagogy, by connecting without opposing a procedural approach to a reflexive one. The paper presents an implementation of this model into a course about writing on a social network. The study of activity diaries of students shows presence of objectivity forms and reflexivity forms, which reflects the development of a critical thinking. This approach offers a way to develop critical thinking not from outside, in a course of argumentation or media analysis, but within the practice itself, in order to become aware of how interfaces structure our expression and