Abstract
Some adult learners are assumed to be stifled from thinking critically by the societal norms of class and context. In relationship to that assumption, it is argued that lifelong learners can become confident critical thinkers who are able to understand and apply complex theories and concepts to creative projects both practical and theoretical through scaffolding. This qualitative research employs Barthes’ post-structural theory of decentring and narrative inquiry to discuss the dataset. Using a key text from Matthew Lipman, lifelong learners in the critical thinking (CT) Club, put into action his thinking dimensions framework as a way of working through the knotty theoretical and ethical issues when making artwork for a pop-up exhibition.
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Norton, F.A. (2022). Planning a Pop-Up Exhibition: Reflections on a Critical Thinking Club. In: Broadhead, S. (eds) Access and Widening Participation in Arts Higher Education. The Arts in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-97450-3_10
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