Developing Critical Thinking in Higher Education
Routledge (Publisher)
Published on 15. December 2020
Book
Paperback/Softback
256 pages
978-0-415-52324-0 (ISBN)
Description
Developing Critical Thinking in Higher Education provides academics with the theory, tools and techniques to put critical thinking into their core learning and teaching.
The book goes far beyond the confines of presenting critical thinking solely as a set of discrete skills and it provides the hard-pressed academic with the ability to liberate their own practice, and influence organisational development by leading and fostering a critical thinking ethos that will help transform the student experience.
Presenting a solid theoretical framework alongside points for reflection and detailed case studies from a wide range of disciplines the book focuses on:
what critical thinking is and what it isn't and the role played by academics in contributing to an effective learning organisation in both policy and practice
essential processes for designing and implementing a critical thinking curriculum as part of a sustainable infrastructure
critical thinking throughout the student lifecycle from pre-entry advice to graduation and lifelong learning
issues for critical thinking including 'skills' development and effective assessment of critical thinking.
With practical classroom activities that can be applied to any higher education learning context and good practice case studies the proven approaches outlined can be adapted across all subject and disciplinary domains.
The book goes far beyond the confines of presenting critical thinking solely as a set of discrete skills and it provides the hard-pressed academic with the ability to liberate their own practice, and influence organisational development by leading and fostering a critical thinking ethos that will help transform the student experience.
Presenting a solid theoretical framework alongside points for reflection and detailed case studies from a wide range of disciplines the book focuses on:
what critical thinking is and what it isn't and the role played by academics in contributing to an effective learning organisation in both policy and practice
essential processes for designing and implementing a critical thinking curriculum as part of a sustainable infrastructure
critical thinking throughout the student lifecycle from pre-entry advice to graduation and lifelong learning
issues for critical thinking including 'skills' development and effective assessment of critical thinking.
With practical classroom activities that can be applied to any higher education learning context and good practice case studies the proven approaches outlined can be adapted across all subject and disciplinary domains.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Professional and Professional Practice & Development
Dimensions
Height: 234 mm
Width: 156 mm
ISBN-13
978-0-415-52324-0 (9780415523240)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
Stella Jone-Devitt is Leadership and Management Portfolio Leader (Faculty of Health and Wellbeing) at Sheffield Hallam University.
Liz Smith is Programme leader for Return to Midwifery Practice (MSc Advanced Practice) and Module Leader for Advanced Critical Thinking Skills (M level), Effective Health Care (M level), Philosophical and Ethical Issues in Ageing (M level), Research and Evidence Applied to Practice (degree level), Critical Enquiry (degree level) at the University of Hull
Liz Smith is Programme leader for Return to Midwifery Practice (MSc Advanced Practice) and Module Leader for Advanced Critical Thinking Skills (M level), Effective Health Care (M level), Philosophical and Ethical Issues in Ageing (M level), Research and Evidence Applied to Practice (degree level), Critical Enquiry (degree level) at the University of Hull
Content
INTRODUCTION Stella Jones-Devitt (SJD) and Liz Smith (LS)
PART ONE - DEVELOPING A 'CRITICALLY THINKING' LEARNING ORGANISATION
1. Introduction to critical thinking concepts and values SJD
2. The higher education practitioner as a catalyst for critical thinking LS
3. Building critical thinking capacity and capability SJD
PART TWO - IMPLEMENTING A CRITICAL THINKING CURRICULUM
4. Building applied critical thinking within your subject or disciplinary area SJD
5. Designing programmes underpinned by critical thinking LS
6. 'Visualising' a critical thinking curriculum LS and SJD
PART THREE: PUTTING CRITICAL THINKING INTO THE STUDENT LIFECYCLE
7. Pre-entry advice, guidance and support SJD
8. Management of learner expectations, progression and transition LS
9. Graduateness and employability SJD
10. The re-defined lifelong learner LS
PART FOUR - ISSUES FOR CRITICAL THINKING
11. Teaching critical thinking LS
12. Critical thinking as a skill set SJD
13. Critical thinking in the marketised University SJD
14. Assessing critical thinking LS
15. Writing critically and thinking critically Catherine Samiei (CS)
CONCLUSION
PART ONE - DEVELOPING A 'CRITICALLY THINKING' LEARNING ORGANISATION
1. Introduction to critical thinking concepts and values SJD
2. The higher education practitioner as a catalyst for critical thinking LS
3. Building critical thinking capacity and capability SJD
PART TWO - IMPLEMENTING A CRITICAL THINKING CURRICULUM
4. Building applied critical thinking within your subject or disciplinary area SJD
5. Designing programmes underpinned by critical thinking LS
6. 'Visualising' a critical thinking curriculum LS and SJD
PART THREE: PUTTING CRITICAL THINKING INTO THE STUDENT LIFECYCLE
7. Pre-entry advice, guidance and support SJD
8. Management of learner expectations, progression and transition LS
9. Graduateness and employability SJD
10. The re-defined lifelong learner LS
PART FOUR - ISSUES FOR CRITICAL THINKING
11. Teaching critical thinking LS
12. Critical thinking as a skill set SJD
13. Critical thinking in the marketised University SJD
14. Assessing critical thinking LS
15. Writing critically and thinking critically Catherine Samiei (CS)
CONCLUSION