SCIENCE AS A TOOL TO PROMOTE CRITICAL THINKING SKILLS (PEACE AND DEMOCRACY)
Young population is being immersed, like all of us, in a widely connected world, in which the internet is a great source of information; however, some inconveniences are also associated with it: there are “a lot of angry voices” o “haters” ready to post their opinions on the internet, where the temptation to react with ever more radical opinions is always there. The absence of face-to-face interactions can lead to tougher confrontations than at any earlier time.
We are also witnessing the disaffection of people to political issues (i.e., party systems) and the emergence of radical movements as a response to major issues ignored by mainstream parties (poverty, housing, healthcare services and more). The political discourse of this new movement strings the society to a more radicalized position with dreadful consequences for global peace and democracy. We believe that, for a life-long social welfare, a calm and inclusive approach to any issue is required.
Citizenship education is an investment in a long-term strategy of conflict resolution and hence, peace. In this context, classrooms at schools (primary and high school) and universities are vital places to develop mutual respect and where everything can be freely discussed, challenged, and clarified, and the students are encouraged to engage in civilized conversations.
In the present work, our tool to develop critical thought skills is Science,[1–3] which is one of the great unknowns for adolescents. Scientific topics are commonly treated with low accuracy in advertising, and science is used as guarantor of objects and goods to sell by disclosing misleading information. Therefore, it is essential to analyze these messages with a critical approach to developing this pattern of thinking in other areas of life.
The present work focuses on the discussion of scientific topics found in the media, under the new inspiring critical view of the undergraduates. Pros and cons must be present, promoting the debate of different ideas and points of views, with an open-minded position so that everyone can be enriched with the suggestions coming from the other members of the group. In such a way, young citizens will work on science, critical thinking skills and mutual respect. Hence, not only will their academic skills enhance, but democracy and peace will also benefit.
 A. Alcudia, C. Ferris, M. V. de Paz*, Chem. Educ. 2010, 15, 479.
 M. V. de Paz*, A. Alcudia, C. Ferris, In 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI); Torres, IC and Chova, LG and Martinez, A., Ed.; IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT: LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN, 2011; pp. 5894–5899.
 M. V. de Paz*, A. Alcudia, C. Ferris, In 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI); Torres, IC and Chova, LG and Martinez, A., Ed.; IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT: LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN, 2011; pp. 5926–5933.