IN-PERSON New Schools of Thought

Abstract

This presentation aims to discuss some of the key findings of my ongoing doctoral research project: how is Critical Thinking (CT) conceived, taught and learned within disciplinary-specific contexts. Despite the ubiquity of CT in degree programme specifications, assignment briefs and university promotional materials, the defining features of these “skills” are often vaguely articulated. Is CT a set of skills that can transfer from one disciple to another, or from academic to professional/vocational settings? As the concept of CT signifies different meanings in different contexts, what are the unique features of CT skills for a given discipline and what are the implications for the teaching and learning of CT in those contexts? Through comparing and contrasting research highlighted in my literature review with recorded interviews of student and lecturer participants, as well as analysis of academic essay writing samples, the presentation seeks to clarify how CT is often expressed and promoted in three different academic disciplines: Psychology, Creative Writing and Advanced Clinical Practice. The findings suggest that there is often insufficient discussion amongst students and lecturers about how best to promote CT skills within professional education degree programmes. The presentation will also briefly explore the relationship between CT and signature pedagogies (SP) -the types of disciplinary-specific teaching practices that “organize the fundamental ways in which future practitioners are educated for their new professions” (Shulman, 2005). As SPs determine how students are instructed in the various thought processes, values and performances that are appropriate to their chosen profession, they may likewise influence how critical thinking is instructed. It is hoped that a discussion on the relationship between CT and SPs can facilitate a richer understanding of the role CT skills play within individual disciplinary contexts.