ABSTRACT
131Hope and critical thinking should be considered complimentary and inseparable, but in some ways, they seem paradoxically to represent polarities. In conventional understanding, our goal of critical thinking is to produce learners who question, evaluate and challenge set assumptions and ideas (Mpofu and Maphalala, 2017), which would logically fit closely with the intended outcomes of Peace and Justice Studies curricula. My years of classroom experience, however, have left me with a persistent discomfort that our critical analysis of the current global realities may unintentionally result in student sentiments of hopelessness for the future. Is there a way for us as educators to instill a robust skill set for critical thinking without our students losing hope? Climate change, militarization, growing economic disparity are common (and essential) topics in introductory Peace and Justice Studies courses. Is there a risk that critical thinking tilts the balance towards understanding conflict and injustice rather than the hope-filled visions of peace with justice?
