Abstract
This article examines the relationship between reasoning and language in critical pedagogy, which is quite curiously left unspecified by many critical theorists, who relegate to a singularity: “language-thought.” Exploring that language-thought relationship reveals that the exercise of language is not enough to constitute thinking. Rather, thinking emerges only through self-aware meaning-making. The crux is that neither self-awareness nor meaning-making emerges unless words construct change.
Keywords: critical theory, critical reasoning
How to Cite:
Pearlman, S., (2014) “Meaning Making and Making Meaning Meaningful: The Relationship Between Language and Thought in Critical Pedagogy”, International Journal of Critical Pedagogy 5(2).
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