Developing critical thinking skills with adult learners in an art school: might a critical thinking manifesto be one way to visualise findings?
Norton, Frances ORCID: https://orcid.org/0000-0003-1935-4987
(2023)
Developing critical thinking skills with adult learners in an art school: might a critical thinking manifesto be one way to visualise findings?
Journal of Widening Participation and Lifelong Learning, 25 (2).
pp. 63-87.
ISSN 1466-6529
Abstract
This qualitative study is set in a UK art school where participants are adult-learners on a postgraduate course. A 'critical thinking club' is described at work in a constructivist classroom where meaning is built through experiential teaching and learning. Three themes of: barriers in education for adult-learners; scaffolded stages to develop thinking skills; and how practice-focused research could contextualise participants' art-practice are considered and discussed. Adult-learners articulate their thoughts about developing critical thinking in a 'community of inquiry' and results are visualised in a five-point manifesto, leading to a discussion on possible practical ways of operationalising and developing critical thinking with students.
Actions (login required)
![]() |
Edit Item |