Eventful Conversations and the Positive Virtues of a Listener

This chapter addresses the question of how and when ‘justice’ morphed into ‘social justice’. It reviews the central elements of current debates about ‘social justice’ in light of the pressing global social policy imperative, reflected in the United Nations 2030 Agenda for Sustainable Development, to integrate economic, social and environmental needs for a more just and sustainable world. The chapter then examines how should the conception of global social justice be formulated where most states are increasingly multicultural. It seeks to understand the underlying questions like: Can we rely on an almost exclusively Eurocentric or Anglo-American, not to say Judaeo-Christian, understanding of the meaning of social justice? What might a global social justice framework look like in theory and how might it work in practice, and what are some of the likely political consequences if it is accepted by mainstream political and cultural groups? By discussing the demands for stronger global social justice, the chapter unfolds many challenges ahead on this long and winding road, if the idea of global social justice can be turned into a reality for all.

In this chapter, the authors report themes that emerged when a cross-cultural team of researchers involved in a virtual international community of practice (Global Social Justice in Education-GSJE) investigated reflections on activities focused on social justice in local and global contexts. The findings suggested that the activities elicited GSJE community members' understandings of the complexities of social justice associated with naming practices, privilege, and the arts within their own and across contexts. The authors discuss implications of the activities to advance diverse educators' understanding of social justice in global and local contexts. They also unpack the opportunities and challenges that resulted from the collaborative research process and the writing of this chapter completed by the international author team comprised of 11 education scholars from seven countries.

Globalization is not merely a competition for market shares and well-timed economic growth initiatives; neither is it just a matter of trade opportunities and liberalization. It has also evolved into a social and political struggle for imposing cultural values and individual preferences. Based on this broader context, this paper adopts the following assumption: transnational networks of social movements are the expression of a new social subject and have shifted their scale of political intervention since the 1990s in order to make their fight for social justice a politically pertinent action. Global social justice has become the motto of transnational social movements in world politics, where political decisions no longer rely exclusively on nation-states. In pursuance of developing this assumption, this paper approaches the discussion in two general parts: firstly, it presents a theoretical and methodological approach for analysing transnational social movements; secondly, it looks into the World Social Forum as one of their key political expressions. Globalization is not merely a competition for market shares and well-timed economic growth initiatives; neither is it just a matter of trade opportunities and liberalization. It has also evolved into a social and political struggle for imposing cultural values and individual preferences. Based on this broader context, this paperadopts the following assumption: transnational networks of social movements are the expression of a new social subject and have shifted their scale of political intervention since the 1990s in order to make their fight for social justice a politically pertinent action. Global social justice has become the motto of transnational social movements in world politics, where political decisions no longer rely exclusively on nation-states. In pursuance of developing this assumption, this paper approaches the discussion in two general parts: firstly, it presents a theoretical and methodological approach for analysing transnational social movements; secondly, it looks into the World Social Forum as one of their key political expressions.

Developing critical and creative thinking skills is essential for prospective teachers to meet 21st-century education demands. However, these skills remain relatively low among teacher education students. This study investigates how higher education institutions can design learning experiences to foster these competencies, focusing on the Creative and Critical Thinking in Research-based Learning (CCTRbL) model. This study employed an action research approach based on a modified Burn model, comprising five stages: (1) Identifying, (2) Planning, (3) Intervening, (4) Observing, and (5) Reporting. The participants were 27 teacher education students. Data were collected using an integrated critical and creative thinking assessment rubric for evaluating students’ research-based paper tasks. Data analysis utilized categorical descriptive techniques and percentage calculations. The findings indicate that the CCTRbL model effectively enhances students' critical and creative thinking skills, with scores of 68.29 and 65.18, respectively, categorized as high. This suggests that the implemented model positively impacts students' ability to think critically and creatively. The study demonstrates that integrating critical and creative thinking in a research-based learning framework is beneficial for teacher education programs. The findings suggest that the CCTRbL model can be adapted for use at different educational levels with modifications suited to subject-specific requirements. The CCTRbL model is a promising approach to fostering critical and creative thinking skills in teacher education. It is recommended for broader application in primary, secondary, and higher education to enhance students' cognitive abilities and professional competencies.

Abstract: This research aims to analyze the influence of the guided inquiry learning model on students' mathematical critical and creative thinking abilities. This research problem focuses on the effect of applying the guided inquiry model on the mathematical critical and creative thinking abilities of fourth grade elementary school students compared to applying the direct learning model. The research was conducted on fourth grade students at SD Negeri 010015 Sei Serindan, Kecamatan Sei Kepayang Barat, with a research sample of 2 classes determined using the cluster random sampling technique. The research instrument tests students' critical thinking and creative mathematical thinking skills in the form of essays. The research data were analyzed using the one-way MANOVA technique. The results of the research show that: (1) there is an influence of the guided inquiry learning model on students' mathematical critical thinking abilities; (2) there is an influence of the guided inquiry learning model on students' mathematical creative thinking abilities; and (3) there is an influence of the guided inquiry learning model simultaneously on students' critical thinking and creative mathematical thinking abilities. Keywords: Guided Inquiry, Critical Thinking, Creative Thinking, Mathematics. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa. Masalah penelitin ini difokuskan pada pengaruh penerapan media berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa dibandingkan dengan penerapan model pembelajaran langsung. Penelitian dilakukan pada siswa kelas IV SD Negeri 010015 Sei Serindan, dengan sampel penelitian sebanyak 2 kelas yang ditentukan dengan teknik cluster random sampling. Intrumen penelitian tes kemampuan berpikir kritis dan berpikir kreatif matematis siswa dalam bentuk uraian (essai). Data hasil penelitian dianalisis dengan menggunakan teknik MANOVA satu jalur. Hasil penelitian disimpulkan bahwa: (1) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis matematis siswa; (2) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kreatif matematis siswa; dan (3) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing secara simultan terhadap kemampuan berpikir kritis dan berpikir kreatif matematis siswa. Kata Kunci: Media, Inkuiri Terbimbing, Berpikir Kritis, Berpikir Kreatif, Matematika

The idea of justice tends to a successive widening of its scope. In the course of social development, it has been extended to pretty complex and large social arrangements. Around the turn of the twentieth century, it became common to talk about “social justice” in relation to entire social orders. Currently, there is a further widening of the idea in regard to the global order, i.e., the growing discussion on “global justice.” The paper aims to shed light on the concepts of social and global justice by tracing them back to the basic elements of the underlying idea of justice. With this aim in view, the article begins with some preliminary remarks on the vocabulary of justice in general in order to clarify the conceptual framework in which the notions of social and global justice are embedded. It then explicates the concept of social justice in a rather general way that is compatible with its various substantial political interpretations, such as liberalism or socialism. Finally, it turns to the idea of global justice with the intention of making it intelligible and more precise.

One of the provisions of student to be able to answer the challenges of the 21st century is to be able to integrate critical and creative thinking skills in solving problems. The purpose of study was to determine the increase in integration of students’ critical and creative thinking through HOTS questions using the Self-Organized Learning Environments model in the Counting Rules learning topic at SMA Negeri 1 Yogyakarta. This classroom action research was carried out in two cycles, in which cycle consisted of planning, action, observation, and reflection. This study uses three stages in the SOLE model, namely Question, Investigate, and Review. Giving inquiry questions followed by the application of students’ knowledge in interesting and directed tasks in the student worksheets to increase curiosity and provoke students to start using their critical thinking skills. Solving LOTS, MOTS, and HOTS problem solving gradually train students to integrate critical and creative thinking skills. Each group presents the results of their exploration and investigation to improve the integration of critical and creative thinking skills of students. The result of observations on integration of critical thinking show that 15,63% of students are in very high criteria and 84,73% in high criteria. The same result is shown in the integration of creative thinking skills. The achievement test of student learning outcomes in the aspect of knowledge and skills is 87,50%. In this study also obtained the result of the implementation of learning is 93,33%. This research concludes that there is an increase in the integration of students’ critical and creative thinking skills in the Counting Rules.

Students’ creative and critical thinking is a key outcome of interest as schooling systems in OECD countries position the so-called twenty-first-century learning skills as fundamental objectives of their educational endeavours. This policy shift has piqued interest in pedagogical models that promote student creative and critical thinking of which there are many. Most of these existing models focus on curriculum design rather than delivery. Adaptive teaching is a notable exception. This study posits a model of adaptive teaching that conceptualises the interaction of the personal and environmental determinants of adaptive teaching that influence the teaching behaviours that promote student creative and critical thinking. These teaching behaviours are labelled teacher adaptive practices in this study.

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

This study aims to develop and see the effectiveness of flipbook-based digital pocketbooks on environmental pollution material on the critical and creative thinking skills of grade VII students at SMPN 1 Sojol Utara. The method used in this research is research and development (Research and Development) with 4D instructional design. This research was conducted on grade VII students at SMPN 1 Sojol Utara totaling 40 students. The results of this study showed that: (1) The flipbook-based digital pocket book developed obtained a percentage of 86.96% of the very valid category and for media practicality obtained a percentage of 80% of the practical category for use in science learning, critical thinking skills obtained a value of 70.83% in the critical thinking category (2) The ability to think creatively obtained a score of 84.37% with the category of creative thinking (3) The effectiveness of the book The flipbook-based digital pocket developed is very effective in improving students' critical thinking skills with an effect size value of 1.95 very large categories, (4) The effectiveness of the flipbook-based digital pocketbook developed is very effective in improving students' creative thinking skills with an effect size valueThe 1.95 categories are huge. Based on the results of the development that has been carried out, flipbook-based digital pocketbooks can be a learning medium that can improve students' critical and creative thinking skills in science learning.

This study aimed to test the impact of a training program based on Sternberg's theory of problem solving on the development of critical and creative thinking skills among secondary school students, using a semi-experimental approach. The sample consisted of 70 students from the first grade of literary secondary school at Al-Baraa bin Malik Secondary School in the Directorate of Education of Naour in Jordan and was divided equally into two groups: experimental and control. The researcher built a training program based on Sternberg's theory of problem solving, known as the 'thinking circle', which consists of seven dimensions: feeling the problem, identifying the problem, representing the problem, choosing or inventing a solution strategy, effectively allocating resources for the solution, monitoring the problem solution, and evaluating the problem solution. The program was implemented during 11 six-week training sessions in the second semester of 2021–2022. The California 2000 Critical Thinking Scale and the Torrens Creative Thinking Scale (A) were also used in both the pre- and post-group assessment processes. To answer the questions of the study, it was found that the average performance of the groups was control and experimental for the pre-measurement of the critical thinking scale (10.55) and (10.75), respectively, while the average performance of the groups was on the dimensional measurement (11.67) and (17.78), respectively. To examine the differences in each of the arithmetic averages, the researcher used the analysis of covariance (ANCOVA) for performance for the total score of the critical thinking scale. The average performance of the control and experimental groups in the pre-evaluation of the creative thinking test was (71.68) and (70.35) respectively, and the average performance of the control and experimental groups in the dimensional measurement was (72.12) and (129.65) respectively, and the common multiple covariance analysis (MANCOVA) was used to test the differences in the arithmetic mean of performance in the sub-dimensions of the creative thinking test. It was found that there were statistically significant differences in the arithmetic mean in the level of significance (α = 0.05), and the difference was in favor of the experimental group in critical and creative thinking skills, which confirms that the program has a significant impact on the development of creative and critical thinking skills.

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

Even while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the Chat Generative Pre-Trained Transformer (ChatGPT) introduction. Since its launch in November 2022, writers have discussed its advantages and disadvantages for society. Considering the various applications of this easily accessible instrument, a significant discussion centres on how it affects learning and the academic setting. This paper discusses using ChatGPT for project-based assessments in online teacher education. Therefore, this paper aims to guide lecturers using ChatGPT to challenge students in learning and developing critical thinking abilities through various project-based evaluation methods. The constructivist paradigm was used in this exploratory case study to assess lecturers’ preparedness for project-based assessment, aligning with a qualitative approach. Twelve lecturers with at least five years of Open and Distance e-learning (ODeL) experience were purposefully selected, and data was gathered via e-mail questionnaires focused on project-based assessment. Inductive analysis, a qualitative researcher synthesising and making sense of the data, was used to evaluate the questionnaire-transcribed data. Assessment is a necessary teaching skill, one of the most important critical aspects of teacher preparation. More emphasis on project-based evaluations that emphasise knowledge application should replace traditional, memorisation-based exams. Through project-based learning, students can show that they can apply what they have learned and engage in critical and creative thinking. Findings reveal that academic institutions and individual scholars must prioritise exploring AI technology, such as ChatGPT, and its implications within educational contexts. Moreover, project-based assessments are highly effective in fostering critical and creative thinking. These assessments encourage students to solve problems, collaborate, and apply theoretical knowledge to real-world scenarios. However, many students lack proficiency in project-based skills and struggle to apply knowledge from traditional resources to develop new ideas. Academic institutions should incorporate generative AI technology alongside project-based learning methodologies to prepare students for the rapidly evolving workplace. This approach promotes creative and critical thinking, collaboration, and the practical application of knowledge.

This study aims to determine: 1) the difference in the effect of problem based learning and discovery learning on students' critical and creative thinking skills, 2) the effect of problem based learning and discovery learning on students' critical and creative thinking skills simultaneously. This type of research is a quasi-experimental design with a nonequivalent comparison-group design. Collecting data using pre-test and post-test in the experimental class I and II. The data analysis technique used the independent sample test and Manova test with the help of the IBMM SPSS Statistics version 23 application. The results of the independent sample test showed that the critical thinking variable obtained a score of tcount 2.180 > ttable 1.996 with df. 66 and creative thinking variable with a score of tcount 2.103 > ttable 1.996. Based on these results, it can be concluded that there are different effects on critical and creative thinking skills. In the Manova test results obtained a significance of 0.26 <0.05 so that it can be concluded that there is an effect on critical and creative thinking skills simultaneously on the material for the development of the Islamic empire. The comparison results show that discovery learning has more influence on critical and creative thinking skills with an n-gain of 0.49, compared to problem-based learning with an n-gain of 0.41.

Global citizenship education is a comprehensive idea that includes social justice, human rights, peace education, cultural diversity, and education for sustainable development. This study investigates prospective teachers' perspectives on global citizenship education awareness concerning social justice among prospective teachers. This study used a qualitative survey and an exploratory research design, incorporating a purposive sampling technique. Data was collected with an open-ended self-developed questionnaire to assess global citizenship education concerning social justice. The sample comprised 203 prospective teachers from public-sector colleges and universities in Rawalpindi and Islamabad, Pakistan. The data was analyzed through thematic analysis. The result revealed that prospective teachers were unaware of global citizenship concerning social justice. Activities about global citizenship education such as interactive teaching methods and activity-based teaching may be followed to enhance prospective teachers' awareness of global citizenship education and social justice.