Speech and critical thinking in teaching

Abstract

The process of speech transformation from modern to postmodern thought is not a paradigm change based on unilateral validity of the scientific dialogue, but rather is a process that affects its construction. It is not easy, and it may not be possible, to operate a paradigm shift without making another change with the speech; change of paradigm is change of speech. The following reflection is supported by lateral thinking disposition, supported on the convergence of different disciplines such as pragmatism, philosophy, literary practice and psychology, allowing diversity in speech modalities which are legitimize in the educational practice: experience given by the awareness toward language and to recognize its lack of neutrality