Knowledge, disciplinarity and the teaching of critical thinking

Authored by: Tim Moore

The Routledge International Handbook of Research on Teaching Thinking

Print publication date:  June  2015
Online publication date:  May  2015

Print ISBN: 9780415747493
eBook ISBN: 9781315797021
Adobe ISBN: 9781317752301

10.4324/9781315797021.ch20

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Abstract

The idea of critical thinking has become a central notion in the way that higher education is conceptualised currently in society. Its importance is manifested in many ways. It is a term, for example, that is often found in the types of assignments that are set for students on their courses: Write a ‘critical’ analysis of X; or Be sure to adopt a ‘critical’ approach to Y. On a broader level, the term is enshrined in the types of generic attributes and skills that universities claim they impart to students across their teaching programmes (Barrie, 2006). The reach of this idea is also seen beyond the academy, with ‘critical capacities’ often included on lists of skills that employers nowadays typically expect of graduates (Hager & Holland, 2006).

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