Kinga Białek
Konteksty Kultury, Volume 16 Issue 4, 2019, pp. 512-525
https://doi.org/10.4467/23531991KK.19.046.11965The article presents the development of critical reading skills in relation to argumentative texts. This issue is considered on three levels: global trends, challenges of the Polish education system, and activities undertaken in the classroom. Educational activities are considered in the context of the organization of the education system and its place in the social structure, of the specific material presented during lessons, and of character-building activities. Didactic suggestions presented in this paper are rooted in the belief that supporting the cognitive autonomy of students and their proactive attitude requires the school (both as a system and as a learning community) to equip them with the necessary tools and competences. A description of the global educational challenges – including those related to social inequality and its consequences – sets the context for this proposal. In the Polish case, bringing the school experience closer to the world known to students remains one of the primary obstacles. This article proposes a possible solution to this problem through the inclusion of argumentative texts in lessons, the understanding of which requires complex reading and cultural competences. The article presents a proposal on how to develop these skills.