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

Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit; Beck, Eevi E.

doi:10.1007/978-3-319-32958-1_3

Cited by 7 publications

(4 citation statements)

References 51 publications

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“…Still, empowerment of the individual student has long roots as an important element of higher education (Barnett, 1990) and is essential to prepare students for responsible judgment and action as professionals and citizens in a complex and changing world, where they are bound to navigate a complex web of commitments (May, 1996), orienting by means of knowledge but also moral values (Taylor, 1989). We are reminded by, for example, Solbrekke et al (2016) that agency relies not only on individuals' capacities but also on collective will formation, which constitutes a foundation for subjective judgment and individual action. Collective experiences, conceptions, and approaches may, however, also hinder agency.…”

Section: Discussionmentioning

confidence: 99%

“…The literature in this vein makes evident that the cognitive capacity for critical thinking, highlighted across disciplines as the essential learning outcome in higher education, is insufficient if our aim is that students become able to make responsible decisions and act on their judgment. Such capacities require combining critical thinking with practical and moral considerations (Colby & Sullivan, 2008;McEwen & Trede, 2016;Solbrekke et al, 2016), and it requires nurturing the will to engage with and influence future discourses, practices, and institutions (Colby & Sullivan, 2008;Fremstad, 2016;Solbrekke & Sugrue, 2020). In this regard, existing studies highlight the need for a vocabulary to address 'learning about broader moral, political, and cultural issues in higher education' (Sutphen & de Lange, 2015, p. 411) and to build 'conceptual bridges between understandings of the societal and political context of higher education, epistemological enquiry, and discussions on teaching and learning' (Malcom & Lukas, 2001, p. 38).…”

Section: Societal Responsibility In Curriculum and Teachingmentioning

confidence: 99%

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(Trans)Formative Power of Purpose and Projectivity

Fremstad

2021

JPHE

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The present study illustrates the educational power of purpose and projectivity if our aim is for students to become able to make socially responsible decisions and to act on their judgment. The study is based on interviews with academic teachers and analyses of course descriptions. Two empirical cases are analyzed through the lenses of ‘practical reasoning’ (Colby and Sullivan 2008) and ‘agency’ (Emirbayer and Mische 1998), and illustrate the formative and transformative potential of ‘purpose’ and ‘projectivity’ for students, disciplines, professions and society. The study contributes an empirical and conceptual basis for discussing what educating for social responsibility requires, and a framework for analysing and planning teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Societal Responsibility In Curriculum and Teachingmentioning

confidence: 99%

(Trans)Formative Power of Purpose and Projectivity

Fremstad

2021

JPHE

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“…preparing for class in different ways due to restricted internet access) was appropriate to learning to be a professional at tertiary level. Both professional practice and the ability to contribute meaningfully to society demand that graduates develop not only disciplinary expertise, but also the wisdom to act with accountability and initiative (Frenk et al 2010, Solbrekke et al 2016, Trede and McEwen 2016. Educators should be aware that certain transitions (such as moving from one environment to another) can test the spirit and resolve of learners; different support and scaffolding may be required at these points as a result.…”

Section: Discussion and Practice Implicationsmentioning

confidence: 99%

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

et al. 2017

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In this article, we aim to add to the existing literature on practice-based education. First, we will present a form of situated learning, which involved piloting a new teaching and learning relationship between the university and healthcare setting. Second, we will examine how students made sense of this perspective of practice. Using a phenomenologically oriented approach, this pilot study explored the experiences of entry-level physiotherapy students learning in a classroom environment, facilitated by clinicians, and located on a healthcare partner's site. Twenty students completed two concurrent, theoretically oriented subjects that did not involve traditional clinical practicum experience. Two individual semi-structured interviews were conducted with students. Data was thematically analysed using an inductive approach. Three inter-related themes emerged. First, meaning-making is enhanced by the relevance and authenticity afforded by immersion in a practice-oriented classroom environment where clinicians facilitate learning. Second, learning from those 'in practice' challenges students' professional and academic accountability. Finally, new educational infrastructures influenced students' agency in unanticipated ways. This work highlights that students valued contextual learning. While meaningmaking was enhanced by the development of key new relationships with others and the environment, these relationships also influenced student agency. Recommendations for health professional curricula are discussed, and include: capitalising on learning with peers, bringing the hidden curriculum into view, and creating opportunities for students to navigate uncertainty and change.

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“…In addition, most universities emphasize the importance of CT as a general skill at the center of their education (Davies, 2011). However, some studies show that university students' CT skills are insufficient and emphasize that students' CT skills do not develop enough during their education (Arum & Roksa, 2011;Can & Kaymakçı, 2015;Solbrekke et al, 2016). In this context, this study aimed to examine the effect of the CT course given through distance education on university students' CT skills and tendencies.…”

Section: The Aim Of the Studymentioning

confidence: 99%

The Effect of Critical Thinking Course Carry Out with Distance Education on Critical Thinking Skills and Dispositions

Temel

2022

IJPES

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The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the "California Critical Thinking Disposition Scale" and open-ended questions about "What is critical thinking" and "Why is critical thinking important". Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.

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

Cited by 7 publications

References 51 publications

(Trans)Formative Power of Purpose and Projectivity

(Trans)Formative Power of Purpose and Projectivity

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

The Effect of Critical Thinking Course Carry Out with Distance Education on Critical Thinking Skills and Dispositions

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