University lecturers’ lived experiences of teaching critical thinking in Australian university: a hermeneutic phenomenological research

Abstract

AbstractThe study explores insights into the phenomenon of Australian lecturers’ lived experiences of teaching standalone critical thinking units within associate degree courses at one university in Victoria, Melbourne, Australia. The study makes an original contribution by focusing upon the experiences of teaching staff in Australian universities in relation to teaching critical thinking, particularly from a Heideggerian hermeneutic phenomenological and Gadamerian hermeneutic theoretical and conceptual framework. At present, there are no unified methods, frameworks, or models of teaching critical thinking in Australian higher education. This problem for lecturers is an important aspect of a university education that is not well understood. This is a global educational issue and is a matter of teaching and learning concern worldwide in tertiary education (e.g. United States of America, New Zealand, Canada, and the UK). Although, several studies have been conducted on teaching critical thinking from the perspective of university lecturers. There is limited research that focus on teaching staff in Australian universities’ experience with teaching critical thinking that has used Heidegger’s hermeneutic phenomenology and Gadamer’s hermeneutic circle, interpretive approach in gathering data. Using interviews, data is conducted with three first-year undergraduate Australian university Ph.D. lecturers. During the analysis of the empirical data, three themes were significant in revealing the key findings: (a) Dwelling; (b) Sorge, and (c) Concern. The comprehensive understanding of the results was that the challenges university lecturers faced in developing students to thinking critically provided new pedagogical curriculum insights for the teaching and learning of a standalone critical thinking unit within the associate degree course.