Steven Volk (May 4, 2014)
If you did a search for the “learning goals” of liberal arts colleges, you probably wouldn’t find a single one that didn’t emphasize “critical thinking.” In fact, critical thinking as a desired educational outcome only makes headlines when some group decides that it’s not what schools should be teaching, which brings us to the 2012 platform of the Texas Republican Party:
“We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority” (p. 12).
Ah, yes. Education should not challenge fixed beliefs or parental authority! Still, I’m not interested in pursuing that line of thought at the moment (as tempting as that might be), but rather want to consider what we mean when we talk about “critical thinking.” And, while I’m at it, I’d like to raise some questions for us to think about over the summer months which are visible right on the horizon: Are we doing what we should to foster critical thinking skills in the classroom? What more could we be doing? What kind of support do we need to create classroom pedagogies that foreground critical thinking? What challenges are we likely to face? Continue reading