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Development of criticality among undergraduates in two academic disciplines

Mitchell, Rosamond, Johnston, Brenda, Myles, Florence and Ford, Peter (2004) Development of criticality among undergraduates in two academic disciplines , Southampton, UK Economic and Social Research Council 18pp.

Record type: Monograph (Project Report)

Abstract

Although ‘criticality’ and related concepts have long been recognised among the aims of higher education (e.g. Newman 1899/1996), the processes by which criticality is developed, and indeed the nature of the concept in the contemporary university, have been subject to little empirical study. Discussion about criticality has existed uneasily within a debate about the purposes of higher education (for example, how does it relate to the university’s role as provider of specific skills directly usable in employment, or as developer of general intellectual skills which can be used later in different contexts, or as the source of an environment in which personal and cultural development can take place?). Despite some careful analyses of aspects of the critical process, or of the goals of critical education (e.g. Barnett’s 1997 theorisation of criticality; Bailin et al.’s 1999 theorisation of resources needed for critical thinking to take place), practice in universities across a range of disciplines and levels has not been analysed in any detail.

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More information

Published date: 2004
Additional Information: R000239657

Identifiers

Local EPrints ID: 55424
URI: http://eprints.soton.ac.uk/id/eprint/55424
PURE UUID: 74953cab-461d-436d-8dbf-67fc72e34f2c

Catalogue record

Date deposited: 12 Aug 2008
Last modified: 17 Jul 2017 14:32

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Contributors

Author: Brenda Johnston
Author: Florence Myles
Author: Peter Ford

University divisions

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