The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.
This writing presents a retrospective view of the literature around meeting students' learning needs in Australian schools. It has particular reference to one particular group of students with refugee experience who have been in Australian schools for over a dozen years; students with a background of oracy from Southern Sudan. It highlights the complexities and challenges of the Australian education system in their attempts to authentically engage with the psychological and literacy needs of these students. The development of psychological health and literacy competencies are considered to be two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these particular students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students with refugee experiences and of all the diverse student cohorts who are currently engaging with Australian schooling. 2 Refugees leave their home country as result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group (see http://www.unhcr.org/pages/49c3646c125.html) 3 Individuals who have fled their countries usually as a result of fear of persecution for reasons of race, religion, nationality, political opinion or membership of a particular social group and seek asylum elsewhere (see
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The purpose of this paper is to critically examine the 'other intelligences' that are currently featured in educational texts and materials, to investigate the tensions between the diverse theories and to evaluate their potential in terms of improving student learning outcomes in the context of formal education. The paper discusses Gardner's personal intelligences and the most prominent theories of emotional intelligence. Gardner's changing perceptions of intrapersonal intelligence; which he nominates as the most important construct for twenty first century learners; are explored, as is the degree of accuracy with which Gardner's definitions are translated into popular texts to guide teachers in the implementation of Multiple Intelligences Theory in their classrooms in order to promote more successful learning outcomes for their students. Theories of emotional intelligence which have arisen as the result of the development of Gardner's interpersonal and intrapersonal intelligence domains are also explored; notably those of Mayer and Savoley and Goldman: as are some of the current texts and articles available to educationalists seeking to promote emotional intelligence in a school context.
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