The Tulpa of thought: A didactic strategy to foster critical thinking in philosophy education
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Keywords
Critical thinking, Teaching methods, Secondary education, Metacognition
Abstract
In contemporary Latin American educational debates, critical thinking is shaped by epistemic tensions related to the legitimization of knowledge and the hierarchies that have historically subordinated situated forms of knowing. Within school contexts, this category has often been reduced to a set of cognitive skills associated with analysis and argumentation, limiting its formative potential. In response to this situation, this article aims to conceptually ground the didactic strategy known as La Tulpa del Pensamiento, designed to strengthen critical thinking in the teaching of philosophy. The study was developed through a qualitative documentary approach based on the interpretive analysis of academic literature on critical thinking and the didactics of philosophy published between 2019 and 2025. Based on this analysis, the article proposes a strategy organized into six pedagogical moments articulated with the dimensions of thinking, feeling, speaking, and acting within the sociopragmatic model of critical thinking, integrating skills such as discourse analysis, emotional recognition, argumentation, and problem solving.
References
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Deisy Carolina Barajas Sarmiento, Antonio Nariño University. Bogotá, Colombia
Master's degree in Education. Doctoral student in Education, Antonio Nariño University, Bogotá, Colombia.