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.

Preview

Text (Frances Norton, Developing critical thinking skills with adult learners in an art school: might a critical thinking manifesto be one way to visualise findings?) FRANCES NORTON_Developing critical thinking skills with adult learners in an art school might a critical thinking manifesto be one way to visualise findings.pdf Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (258kB)

Official URL:	https://doi.org/10.5456/WPLL.25.2.63
Item Type:	Article
Keywords:	critical thinking, adult-learner, art student, scaffolded stages, practice-focused research, manifesto, barriers.
Depositing User:	Mr Henry Gonnet
Date Deposited:	11 Jan 2024 10:46
Last Modified:	11 Jan 2024 10:46
URI:	https://lau.repository.guildhe.ac.uk/id/eprint/17844

Actions (login required)

Edit Item