Transformative learning development as a basis for maximising the impact of critical thinking as a core element of enabling curricula

Transformative learning development as a basis for maximising the impact of critical thinking as a core element of enabling curricula

Critical thinking (CT) is a core skill for success for undergraduates and, as such, is an essential consideration for enabling education. The learning & teaching of CT often is approached as a purely applied exercise in basic
academic skills development involving generalised transferable CT skills such as assessing statements and critiquing arguments. However, it can readily be argued that this approach is too narrow. CT extends beyond
transferable skills to a set of behaviours and psychological traits that require students to experience transformative learning in order to become autonomous thinkers. Approaching CT from this perspective leads to
learning & teaching strategies aimed at supporting students to become more aware and critical of their own habits of mind. However, the question arises as to whether an overcrowded enabling curriculum can accommodate the degree of transformative learning required for effective CT development that extends beyond simply the acquisition of transferable skills.

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