Authored by Hanna Posti-Ahokas
Reflexivity and critical thinking should be both the aim and the basis for teaching and learning in higher education. What can help us to become critical thinkers? How can we support our students’ and colleagues’ critical thinking? We suggest critical thinking as one of the core topics to discuss when renewing curricula and pedagogies for teacher education.
The OLIVE project aims to create spaces for critical thinking as not only a theoretical/pedagogical principle but also as a practice in the project activities (see e.g. Online Teaching and Learning Environments). Defining critical thinking for different purposes brings out different aspects of being a critical thinker. A recent definition focusing on University learning is suggested in a pedagogical guide (Moate & Posti-Ahokas 2021) for the University of Jyväskylä, Finland:
Critical thinking requires inclusion of multiple perspectives and acceptance of there not being a single, objective truth. It evolves through time and is never complete. It is about recognition of one’s subjectivity and positionalities of each teacher and learner; making assumptions explicit and asking difficult questions. It is an applied learning process that develops through practice. Thinking critically requires a combination of skills, such as inferring, analysing and evaluating, as well as open mindedness, self-efficacy and inquisitiveness. ‘Why’ and ‘How come’ questions can be a useful starting point for critical thinking.
How do the current practices of teacher education allow critical thinking to evolve? Content loaded curricula, assessment systems based on command of a given content, performance evaluation and other practices can easily push us away from the goals of reflexivity and critical thinking. As this a challenge in higher education, how can the future teachers we educate be ready to fulfill the curricula objectives in basic education and help pupils to become critical thinkers? Bringing critical thinking to the core of teaching and learning in higher education is critically important to generate change in education.
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