IV International Seminar on Critical Thinking
21th to 25th October 2019




    Prof. Ariel Campirán. Universidad Veracruzana (Mexico)

Conference: Critical thinking beyond the disciplines

Abstract: From a disciplinary view, the mastery of a science implies the critical thinking (CT), in the sense that the understanding and management of the theories that conform and converge in it, have involved some processes and products, for example: a) Data abstraction processes closely linked to reality, represented as adequately as possible in models and theories. (ontological and logical-epistemic planes); b. Processes of explanation and argumentation of the phenomena (“objects / relationships” of study) that the disciplines analyze and criticize, by means of logical-epistemic languages ​​designed ex profeso. (linguistic and logical-epistemic planes); c. Products that the theory recognizes as underlying it, for example, definitions, models, explanations, arguments, tests, methods, and methodological criteria whose regulations legitimize the value and status of the discipline / science. From a perspective called transdisciplinary vision, which may or may not include in practice a disciplinary vision, some questions may be asked. What do disciplines put aside? Can the CT support the integration of both visions? I have argued that the CT is a process and a product of the maturity of basic (BT) and analytical (AT) thinking skills. Natural logic and belief without more (doxa) are the elementary axes of the BT around the real, does this turn its processes and products into a lack of ontological and epistemic status as presumed in the theory and disciplinary practice? Are some magical, religious, philosophical and artistic behaviors therefore less valuable? What does the CT do about transdisciplinary knowledge? In this conference I propose that: a) an integrated vision of the disciplinary-transdisciplinary is viable; b). the solution of problems seen as needs, supposes a systemic perspective and a conception of the real as complexus; c) the conjunction of a and b implies that: 1) The BT and the AT are necessary, but not sufficient for the CT, since this requires the development and use of higher order thinking skills; 2) The CT is unfortunately not assumed as necessary for the satisfaction of needs for survival, growth and emotional and verbal identity, while these seem to require no more than basic and analytical skills; 3) The needs of congruence (eg, thought-word-action; or emotion-reason) and of transcendence or self-realization imply the CT. Keywords: critical thinking, language, logical-epistemic categorial plane, cognitive and metacognitive skill.

CV: Postgraduate, UNAM-1984. Instructor of Diploma in: Competences (1996-1998); in Teacher Competencies for the development of Critical and Creative Thinking Skills (1999-2003); in Critical thinking for problem solving (2016-2017). Professor at the Faculty of Philosophy of the UNAM (1982-4) and Faculty of Philosophy at the Universidad Veracruzana (1985-2017). Coordinator of the State Academy of Critical and Creative Thinking Skills of the AFBG-UV: (2013-2014) (2016-2017). Director of the Ergo philosophy magazine, Faculty of Philosophy, Universidad Veracruzana. (1987-2017). President of the Mexican Academy of Logic (2011-2013). Speaker and workshop at national and international conferences. Author of books and articles on critical thinking training.


   Prof. Martín Castro UPAEP (México)

Conference: From practice to critical thinking theory: some considerations

Abstract: Is it possible to think critically without developing a critical thinking theory? It seems uncontroversial to argue that the answer to this question is affirmative. In the same way it is possible for the members of a species to reproduce under certain conditions without developing population genetics, it seems that thinking critically is an activity that could be carried out even when ignoring its underlying theory. However, if we consider the inverse of the previous question it seems the answer is not affirmative. Is it possible to develop critical thinking theory without thinking critically? If thinking critically is a process that implies, among many other things, habits of inquiry, reasoning and prediction, claiming that we can advance a theory of critical thinking without thinking critically sounds rather counterintuitive. Hence, given this asymmetry between theory and practice, in this contribution we explore a semantic-pragmatic approach of what we could (or should) call critical thinking theory. Keywords: Theory, process, event, model.

CV: Doctor of Philosophy of Science from the National Autonomous University of Mexico, Master in Artificial Intelligence and Bachelor of Philosophy from the Universidad Veracruzana. He has a degree in Computational Sciences from the Benemérita Autonomous University of Puebla and in Mathematics from the National Distance University of Mexico. He has been a member of the National System of Researchers (Level 1) since 2015, of the Mexican Academy of Logic, of the Association for Symbolic Logic, and has been a member of the Mexican Society of Artificial Intelligence. Among his recent publications are Term Functor Logic Tableaux, An Intermediate Term Functor Logic and Programming with Term Logic


   Prof. Joaquim Ferreira. Universidade de Coimbra (Portugal)

Conference: Psychosocial and cognitive development of higher education students: challenges and opportunities

Abstract: The adaptation of the emerging adult to the demands of higher education is a complex process and involves the dynamics of factors of a personal and contextual nature. In this context, this document focuses on understanding the psychosocial and cognitive development of the emerging adult and the role played by the dynamics of interaction with the context of higher education in this process. After this, it presents a set of guidelines that higher education institutions must integrate into their strategic plan, in order to contribute intentionally to the overall development of the student. It also highlights the importance of promoting psychosocial and cognitive skills in the construction of an educational / training project that facilitates the transition of emerging adults in the context of higher education to decent work, an essential condition for personal, social and community well-being.

CV: Doctor and Professor, Faculty of Psychology and Educational Sciences, University of Coimbra. He is Coordinator of the Inter-University Doctorate in Educational Psychology (University of Coimbra and University of Lisbon), Coordinator of the Psychology of Education, Development and Counseling area of ​​the Integrated Master in Psychology, Faculty of Psychology and Educational Sciences, University of Coimbra and Coordinator of the Research Group on “Psychosocial Transitions” of the Institute of Cognitive Psychology, Social and Human Development (FCT Research Unit). Has taught several curricular units in the Bachelor, Master and Doctorate in the areas of Psychology and Education. He has published numerous papers in international and national journals such as Journal of Vocational Behavior, Journal of Career Assessment, Career Development Quarterly, Addictive Behaviors, Brazilian Journal of Vocational Guidance, Spanish Journal of Psychology, Portuguese Journal of Pedagogy, Portuguese Journal of Education, Psychological, Motricity and Psychological Analysis. He has actively participated in the editorial board of several international scientific journals, including The Counseling Psychologist, Journal of Career Assessment and Adult Development Bulletin. He is Associate Professor at the University at Albany (State University of New York), USA. He has coordinated and participated in several research and intervention projects, funded by the FCT and Grundtvig, POAT and POPH Programs. He has supervised fifteen PhD dissertations and dozens of Master´s theses, and is currently supervising six Doctoral and three Master´s theses. She has been part of the Scientific and Organizing Committees of several national and international scientific meetings. He was President of the National Association for Youth Support (ANAJOVEM) for three consecutive terms. He was President of the General Assembly of the Faculty of Psychology and Educational Sciences of the University of Coimbra, from 2009 to 2013. He is a member of the General Council of the University of Coimbra.



   Prof. Eliseo Guajardo Ramos. Universidad Autónoma del Estado de Morelos (Mexico)

 Conference: Critical thinking in the curriculum of Compulsory Public Education in Mexico. Congruences and Contradictions

Abstract: Critical thinking already appeared in the New Educational Model (2017), as a generic transversal capacity of the entire compulsory curriculum (From Preschool to Higher Secondary Education). There will be, for the first time, a General Law of Higher Education (Now, mandatory) that is not yet known. But critical thinking is multicited in the guidelines for the management of strategic projects with extraordinary resources, which are already circulating in public universities. The truth is that this concept has never been invoked so much in official education documents. A coincidence could be that the current Federal Administration changed the concept of quality to that of exilence. And if the product of critical thinking is not the simple success, it can be multiple and diverse, but the best and singular of the possible answers. Then, it would be more compatible with excellence. As long as the intention of the current policy is not a ploy of a barter between synonyms.

CV: He is a Psychologist and Master in Higher Education by the Autonomous University of Nuevo Leon. Doctor in Higher Education from El Colegio de Morelos. Doctorate Honoris Causa by the Pedagogical Institute of Graduate Studies, Celaya, Guanajuato. Member of the State System of Researchers, Level B, since 2015. He has worked on the psychogenetic assessment of the Written Language and Mathematics. With the development of diagnostic instruments. In the last 20 years it has been dedicated to the theme of Inclusive Education for Persons with Disabilities at all educational levels, including the Higher level. He holds the University Program for Educational Inclusion and Attention to Diversity of the UAEM and Academic Coordinator of the Master´s Degree in Attention to Diversity and Inclusive Education. Faculty of Human Communication, UAEM.


   Prof. Jesús Jasso. Universidad Autónoma de la Ciudad de México

Conference: Critical thinking. In search of a non-reductionist definition

Abstract: Different CT definitions are currently available. These distinctions arise as much within a field of knowledge ex. gr. in philosophy, as in the conceptual production of different fields interested in the extension, intention and application of CT ex. gr. in psychology, pedagogy, education, neuroscience, formal and informal logic, reasoning and complexity - just to mention a few cases. The purpose of this paper is to provide some arguments in favour of a non-reductionism in the definition of CT. To do this, I am interested in analytically distinguishing CT as a state and mental disposition of CT as an addition of cognitive skills. But, at the same time, I propose a compatibilist conceptualization of the CT, whose content privileges the notion of linguistic order. According to this perspective, the CT is a special state of mind and a potential and innate mental disposition. Both stages can be constituted and developed via cognitive skills. I will develop the above points to finally defend that the relationship between state, disposition and ability is not a condition arising from mystery, lightness or unreflection about the mental life of a human reasoner, but the way in which such a reasoner acquires and conveniently uses language to preserve orderly information clusters. In linguistic effectiveness we will find the point of demarcation between types of human reasoners. Keywords: critical thinking, compatibilist definition, language, human reasoner, mental state-disposition-skill. 

CV: He holds a PhD in Philosophy of Science from the National Autonomous University of Mexico (UNAM). He has research stays in Barcelona (UB), Madrid (UAM), Spain and Buenos Aires (IES / UNSTA), Argentina. He is currently a member of the National System of Researchers Level I (CONACyT); professor-full-time researcher at the Autonomous University of Mexico City (UACM), Academy of Philosophy and History of Ideas, B, Area: Logic and Epistemology. He is the President of the Mexican Academy of Logic, A.C. (Period 2019-2021). He has directed different theses referring to specific problems in Philosophy of Language. In addition, he is the author of several articles in peer-reviewed publications on topics such as Philosophy of Language, Philosophy of Mathematics and Philosophy of Logic. As well as author of articles in Philosophical Practice. He has also coordinated the book Jasso, M. Jesus and Diaz, H. Patricia (Coord.): Contemporary Problems of Philosophy. Additionally, he is responsible for the Research Project: Logic, Argumentation and Critical Thinking. Theoretical-Methodological Problems and Educational Practices, by UACM. This project constitutes the third phase of two previous immediate research projects on the lines of Research in Logic, Argumentation, Ontology, Critical Thinking and Philosophy for Children and Young People. He participates as a speaker, coordinator and international organizer of Seminars, Congresses and Workshops on Logic, Philosophy of Logic and Philosophy at various prestigious academic institutions in Mexico and abroad.