Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during studentsa higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.(Reflective essay) The students took their feedback seriously, but sometimes misunderstood what was intended. For example, Janet understood that she should a#39;analysea#39; more as her assignment feedback indicated. However, she thought thatanbsp;...
|Title||:||Developing Student Criticality in Higher Education|
|Author||:||Brenda Johnston, Peter Ford, Rosamond Mitchell, Florence Myles|
|Publisher||:||Bloomsbury Publishing - 2011-03-24|