Critical Thinking: Two Theses from the Ground Up

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Ziqian Zhou

Abstract

This paper analyses a set of widely held beliefs concerning our understanding and teaching of critical thinking, a notion which is increasingly adopted by universities as their main educational goal. Existing scholarship on critical thinking throws up a vast heterogeneous collection of definitions of critical thinking. I propose a ‘meta-definition’ of critical thinking—or, what I call the cluster concept of critical thinking—to show that there is unity in an otherwise messy conceptual terrain. A second aim of this paper is to offer a plea for the intellectual virtues in general and that of humility in particular as a means of fostering critical thinking. This paper concludes by presenting a series of pedagogical implications for instructors in tertiary education in the business of designing modules that aim to promote critical thinking.


 

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How to Cite
Zhou, Z. (2022). Critical Thinking: Two Theses from the Ground Up. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.30983
Section
Reflective Essay

References

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