Affiliation:
1. Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium
2. Education & Development, UCLL University of Applied Sciences Heverlee Belgium
Abstract
AbstractCritical thinking is a recurrent educational ambition. At the same time, it is not self‐evident how that ambition can be realised. This is partly due to the different perspectives from which Critical Thinking can be approached. The literature on critical thinking is extensive and diverse, different meanings and aspects of critical thinking have been explored. However, there is agreement among several researchers that critical thinking entails both ability and attitudinal components. Research in psychology on different types of cognitive processing has similarly pointed to the importance of both skills and attitudes. This article builds on a tripartite notion of disposition that has been proposed in the context of education. The tripartite dispositional perspective on which we elaborate highlights the importance of ability, inclination and sensitivity. We describe and discuss an educational protocol aligned with the tripartite conceptualisation of disposition. The protocol identifies characteristics of powerful learning environments. We propose that the proposed educational protocol—aligned to Critical Thinking education goals, conditions and interventions—can be used for fostering critical thinking. More specifically, the use of four types of interventions are recommended: (1) modelling, (2) inducing, (3) declaring and (4) surveillance. Finally, we underscore that there is a need for further research on the use of the educational protocol.
Reference49 articles.
1. Critical thinking development in the Milieu of high school education;Bećirović S.;European Journal of Contemporary Education,2019