Abstract
Developing critical thinkers is an important remit for universities, ensuring graduates who can improve our lives and our understanding of the world. So it is no wonder that universities spend much time and effort ensuring that critical thinking skills are embedded and assessed in the disciplinary curriculum. But is requiring students to use a set of skills in their studies sufficient for developing the critical thinkers society needs? This chapter goes beyond incorporating skills in the curriculum to examining the development of “critical thinkers”: people who of their own volition approach problems, issues, learning, and the process of critical thinking itself through critical eyes. It does so by examining the development of critical thinkers through the lens of self-regulation and personal epistemology. Viewing development through this lens provides important insights for pedagogy. It highlights the importance of creating teaching environments that support and develop the goals, beliefs, attitudes, language, behaviors, and ways of doing things of a critical thinker. Further, it shows how such environments can be created to develop the competent, self-determined, critical thinkers we need for today and the future.
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© 2015 Martin Davies and Ronald Barnett
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Vardi, I. (2015). The Relationship between Self-Regulation, Personal Epistemology, and Becoming a “Critical Thinker”: Implications for Pedagogy. In: Davies, M., Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137378057_13
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DOI: https://doi.org/10.1057/9781137378057_13
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