Transformative learning development as a basis for maximising the impact of critical thinking as a core element of enabling curricula

Clarke, Jessamyn (2013) Transformative learning development as a basis for maximising the impact of critical thinking as a core element of enabling curricula. In: 3rd National Association of Enabling Educators of Australia Conference (NAEEA 2013): Flexibility: Pathways to Participation, 27-29 Nov 2013, Melbourne, Australia.

Abstract

Critical thinking (CT) is a core skill for success for undergraduates and, as such, is an essential consideration for enabling education. The learning & teaching of CT often is approached as a purely applied exercise in basic
academic skills development involving generalised transferable CT skills such as assessing statements and critiquing arguments. However, it can readily be argued that this approach is too narrow. CT extends beyond
transferable skills to a set of behaviours and psychological traits that require students to experience transformative learning in order to become autonomous thinkers. Approaching CT from this perspective leads to
learning & teaching strategies aimed at supporting students to become more aware and critical of their own habits of mind. However, the question arises as to whether an overcrowded enabling curriculum can accommodate the degree of transformative learning required for effective CT development that extends beyond simply the acquisition of transferable skills.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 NAEEA Inc. This publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Arts and Communication
Date Deposited: 03 Mar 2015 05:47
Last Modified: 13 Feb 2017 04:22
Uncontrolled Keywords: bridging course; motivation; success; attitude to; thinking; cognitive processes
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/26835

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