Emotions and critical thinking in the digital age: a study with beginning teachers

Abstract

Studies on critical literacy are starting to get its way in social studies education research in Spain. Authors like Tosar & Santisteban (2016), and Ortega & Pagès (2017) agree on the importance of the approach of critical literacy to critical thinking education. It is also relevant to social studies didactics area, because it continues the research on social studies education based on Questions Socialement Vives (Legardez y Simmoneaux, 2006) and controversial issues, that have already been widely studied. In this context, the project “Enseñar y aprender a interpretar problemas y conflictos contemporáneos ¿Qué aportan las ciencias sociales a la formación de una ciudadanía global crítica?”, faces the impact of the emotion factor, that could condition critical thinking in certain situations, and it is especially relevant in the digital age with the rise of fake news. This brings us the question: How do emotions affect trainee teachers when it comes to use critical thinking when they read information on the Internet? The sample used are trainee teachers (n=326) from several Spanish universities:  University Jaume I from Castellón, Florida Universitaria from Valencia, University of Jaén, University of Málaga and Autonomous University of Barcelona. The results reveal that the online information that puts in tension the values of the students unleash emotional responses that suspend rational thought and critical thinking.