Abstract
This chapter provides further reflections on the policy concerning criticality. How is criticality perceived by scholars working in higher education in the United Kingdom? How are critical thinking competencies deployed in the European Union, the United Nations Educational, Scientific and Cultural Organisation, Singapore, the United States, Canada (taking Ontario as an example), Australia and New Zealand? I argue that criticality continues to exist as a major educational aim. Global educational policy rather assumes that critical thinking abilities are generic and transversal in nature. I argue that such policy concerning the teaching of criticality does not speak sufficiently to coherence. And I argue that there is an understandable, though heavy, policy reliance on economic arguments and an emphasis on providing ‘soft skills’ for future employers. In my view, the politics of market forces should not be the dominant driving force in education.
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Notes
- 1.
The myth of graduate premiums refers to the alleged fiscal and opportunity benefits a graduate will receive compared to someone who did obtain a university degree. However, the social background of citizens is of paramount importance since this will often engender very different economic rewards and social opportunities.
- 2.
In a similar vein, Ronald Barnett underlines the danger that critical thinking is being reduced to ‘low-level skills of critical thinking’ in order to meet the concerns of industry (Barnett 2021: 151).
- 3.
In Plato’s Apology, 38a, Socrates was insistent that the ‘unexamined life is not worth living’ (Plato 1997: 33).
- 4.
The generic skills and key competencies explicitly refer to skills and dispositions as well as knowledge. Intellectual virtues are, however, absent in these waters.
- 5.
As Charlene Tan explains the Primary School Leaving Exam is a ‘high-stakes exam’ since each pupil’s aggregate score determines which particular academic stream they are eligible for—the Express Course, the Normal (Academic) Course or the Normal (Technical) Course—as well which secondary school may be open to them (Tan 2017: 591).
- 6.
There is support for teachers’ perceptions that some of these skills are transferable in the Ontario context. See Marja Bertrand and Immaculate Namukasa’s study of the teaching of Science Technology, Engineering, Arts and Mathematics (STEAM) programmes in two non-profit organisations and two in-school research sites where both discipline specific and beyond discipline character-building skills were being taught—including critical thinking and problem solving, collaboration and communication and creativity and innovation (Betrand and Namukasa 2020: 54–55).
- 7.
These aims are a reflection of my personal political and philosophical aspirations. It is a critical path that I choose for myself but believe it is not a solitary one. To be clear, though, and as I outlined in Chapter 1, democracy and social justice are not universal concepts, they are not neutral in any material sense. And, in relation to criticality scholarship, it is a receptive space in which participants can walk other paths that may well diverge in all sorts of directions and so may create conflicts that will need to be addressed.
- 8.
In terms of course planning and delivery, and the importance of educators modelling their own critical thinking the reader is also directed to the ideas and methods developed by Stephen Brookfield in his seminal work, Teaching for Critical Thinking (Brookfield 2012).
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Deegan, M.J. (2024). Critical Thinking Models. In: Reflections on Criticality in Educational Philosophy. Palgrave Studies in Educational Philosophy and Theory. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-57330-9_3
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