Enseñanza y formación universitaria en Psicología en Argentina: Caracterización de una taxonomía del pensamiento crítico

One of the aims of universities is to train scientists and experts professionals in critical dispositions and perspectives, which involve, among other things, reasoned skepticism, constant search for updating, disposition to critical dialogue, tendency to reflective, self-assessment and affinity for the systematic review of previously available knowledge. This paper presents a critical thinking taxonomy, in order to enable conceptual elucidations and empirical analyses on Argentinian psychology teaching and education. First, the taxonomy of critical thinking as defined by Robert Ennis is described, emphasizing its operationalization of the skills and dispositions of ‘ideal critical thinker’.

Second, the history of psychology training and education in Argentina is typified, thus demonstrating the need to incorporate critical thinking in Argentinian psychology curricula. Finally, requirements and recommendations at the three levels of curricular concretion for the stimulation of critical thinking in students are outlined. We conclude that the inclusion of critical thinking in the training of psychologists must go beyond a declarative intention and should be reflected in specific curricular elements.