Conceptualising, developing and assessing critical thinking in law

James, Nickolas; Hughes, Clair; Cappa, Clare

doi:10.1080/13562511003740858

Cited by 15 publications

(17 citation statements)

References 8 publications

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“…However, researchers and practitioners have no single way of understanding critical thinking (Jones, 2009 ) and also contest what constitutes critical thinking (James, Hughes, & Cappa, 2010 ;Moore, 2004Moore, , 2011Pithers & Soden, 2000 ;Sullivan & Rosin, 2008 ;Turner, 2005 ). Consequently, researchers offer a range of interpretations, strongly infl uenced by the disciplinary culture in which critical thinking is taught.…”

Section: Critical Thinking In Higher Educationmentioning

confidence: 96%

“…This strand relates to issues of citizenship , social responsibility and the ability to think critically about one's cultural frame of reference (e.g. Barnett, 1990 ;Delanty, 2001 ;Englund, 2002 ;James et al, 2010 ;Mezirow, 1997 ;Trede & McEwen, 2013 ). In this strand of thought, critical thinking is usually associated with liberal education , implying that students are encouraged to develop critical self-examination, a sense of world citizenship and a narrative imagination, in a context that fosters dissenting voices and the challenging of ideas (Nussbaum, 1997(Nussbaum, , 2010.…”

Section: Critical Thinking In Higher Educationmentioning

confidence: 99%

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Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough

Solbrekke

Englund

Karseth

et al. 2016

Educating the Deliberate Professional

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Section: Critical Thinking In Higher Educationmentioning

confidence: 96%

Section: Critical Thinking In Higher Educationmentioning

confidence: 99%

Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough

Solbrekke

Englund

Karseth

et al. 2016

Educating the Deliberate Professional

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“…The findings presented here within the context of teacher education support the conclusions being generated within general research on tertiary education. Deep understanding can only occur when teaching practices and assessment are aligned and aim to move beyond surface knowledge (Ramsden 2003;Biggs and Tang 2007;Boulton-Lewis 1998;McKay and Kember 1997;Saltmarsh and Saltmarsh 2008;James, Hughes and Cappa 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Previous research in the field of higher education suggests that the articulated goal of deep knowledge will only be achieved if curriculum, assessment and teaching approaches are planned with this aim in mind (Ramsden 2003;Biggs and Tang 2007;Boulton-Lewis 1998;McKay and Kember 1997;Saltmarsh and Saltmarsh 2008;James, Hughes and Cappa 2010).…”

Section: Developing Deep Understanding About Language In Undergraduatmentioning

confidence: 99%

Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

Fenwick

Humphrey

Quinn

et al. 2013

AJTE

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The development of deep understanding of theoretical knowledge is an essential element of successful tertiary-programs that prepare individuals to enter professions. This study investigates the extent to which an emphasis on the application of knowledge within curriculum design, teaching strategies and assessment methods developed deep knowledge about language within the first year of a tertiary-based teacher education program in Australia. Concepts of application from literature on tertiary-based learning informed the design of curriculum, teaching strategies and assessment within a unit on linguistics for preservice teachers. Questionnaires, provided to students at the end of the unit, and analysis of a final assessment task, provided insight into the extent to which the strategies designed to develop deep understanding were successful. The results indicate that an emphasis on the application of knowledge, within a discipline context, can support the development of understanding in units that do not have immediate links with professional practice.Keywords: knowledge about language; undergraduate education; teacher education; teaching methods Current research into tertiary teacher education programs emphasises the importance of developing deep knowledge. Pre-service teachers who do not have sophisticated understanding of abstract theory will struggle to apply ideas in practice (Darling-Hammond 2006). The most successful teacher education programs produce graduates who can engage with ideas and concepts and are then able to apply theory flexibly in a diverse range of contexts (Darling-Hammond 2006;Loughran 2006;Zeichner 2008;Milner 2005;Poplin and Rivera 2005). School teachers who will make a difference to student outcomes have developed 'deep and flexible knowledge of subject matter' that can be applied to assess 2 students' abilities and develop a range of appropriate teaching practices that support learning 5To be able to contribute to an equity agenda, teachers new to the profession will require a range of understandings and skills, including deep knowledge about language.Current research suggests that student learning in schooling is supported when teachers are explicit and clear about curriculum goals and they are then able to use a broad range of strategies to develop all students' learning (Hattie 2012;Darling-Hammond 2006; Abu ElHaj and Rubin 2009;Poplin and Rivera 2005). Part of this work involves teachers being able to analyse the linguistic requirements specified by curriculum and to facilitate student development of the language skills required in curriculum areas (Derewianka

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“…A common understanding of critical thinking in legal studies is represented by James and others. 14 In a study from 2010, they conducted a review of critical thinking literature in law and education. This compilation study observed that critical thinking in law differed from "non-critical" or "orthodox" thinking, i.e.…”

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confidence: 99%

Enhancing critical thinking in private international law

Lundstedt

Sinander

2020

The Law Teacher

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This article describes and evaluates the reforms that the authors (as course managers) introduced to enhance critical thinking in the compulsory course on private international law in the Master of Laws programme at Stockholm University. The reforms were made in response to a decision by the Stockholm University Law Faculty Board to develop the "Stockholm Model" in an effort to strengthen students' critical and scientific approach to law. The Stockholm Model aims to place law in a broader context so students can understand its relation to and impact on society. It also shifts the focus from an orthodox teaching of the doctrinal subject areas to facilitating the students' ability to apply legal and other social science methods to analyse and develop the law. The article evaluates the success of the measures and reflects on what more can be done to improve critical thinking.

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Conceptualising, developing and assessing critical thinking in law

Cited by 15 publications

References 8 publications

Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough

Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough

Developing Deep Understanding about Language in Undergraduate Pre-service Teacher Programs through the Application of Knowledge

Enhancing critical thinking in private international law

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