Reading, Writing, and Critical Thought: A Challenge for Accounting Education

Abstract

This texts defends education for critical

thought based on a dissertation field that links human dignity

with the development of the accounting discipline.

Based on a documentary work and context-based problem

formulation, we examine how hyper-modern thoughtlifestyle

cast aside the power of critical reasoning as a fundamental

means to promote ethical-political projects. The

aim of said projects would be the acknowledgement of

thousands of human beings that are currently excluded and

rejected by and from the postulates of the globalized neoliberal

model. We describe how the socio-economic contradictions

of the prevailing development model demand that

the Public Accounting programs re-think their Educational

Projects (EP) to discover how can they go and meet

their students to assist them in their training process. We

conclude that simple functional reading and writing, divorced

from critical thinking, leads to an emergency of the

computatōris globalizzatus, which cannot easily articulate

its knowledge and professional expertise to the needs of its

society. We conclude by proposing several recommendations

leading to make easier the reform of the EP and the

development of accounting master's degrees.