“The problem is that critical thinking is the Cheshire Cat of educational curricula – it is hinted at in all disciplines but appears fully formed in none. As soon as you push to see it in focus, it slips away.
If you ask curriculum designers exactly how critical thinking skills are developed, the answers are often vague and unhelpful for those wanting to teach it.
This is partly because of a lack of clarity about the term itself and because there are some who believe that critical thinking cannot be taught in isolation, that it can only be developed in a discipline context – after all, you have think critically about something.
So what should any mandatory first year course in critical thinking look like? There is no single answer to that, but let me suggest a structure with four key areas:
- the nature of science.
I will then explain that these four areas are bound together by a common language of thinking and a set of critical thinking values.”