A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students

By Mark D Halx, L. E. Reybold. The Journal of General Education, 2005

132 citations recorded by the source corpus.

Interviews at a liberal arts university explored faculty perspectives of undergraduate critical thinking capacity. Questions focused on definitions of critical thinking, how they influence pedagogy, and the role of institutional culture. Constant comparative analysis revealed four predominant themes: pedagogical experimentation, the content connection, pedagogy of force, and the resistance factor.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/19067ca792e37d4c0147201f4043d8f510b42414

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Citations in the corpus

• Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking (2017, background): “At university, critical thinking is essential to meet assessment criteria (Elander, Harrington, Norton, Robinson, & Reddy, 2006), and is associated with employability and academic achievement (Facione, Facione, & Giancarlo, 2000; Halx & Reybold, 2005).”
• The relationship between the critical thinking skills and the academic language proficiency of prospective teachers (2013, background): “Regarding the latter, critical thinking skills are regarded as important for problem-solving (Facione, 2009; Halpern, 2007; Halx & Reybold, 2005; Vandermensbrugghe, 2004), which strengthens the link between academic language proficiency and critical thinking.”
• Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research. (2014, background): “Critical thinking has often been cited as the most important outcome of education (Halx & Reynold, 2006).”
• Assessing and Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups (2006, background): “Halx and Reybold (2005), in their review of the literature, note “a wide range of definitions for the term critical thinking” but identify a consistent pattern in “the descriptors” as “purposeful, reasoned, and goal-directed thinking” (p.”