Developing Meaning-Making to Promote Critical Thinking

View Sample PDF

Author(s): Sarah E. Schoper (Western Illinois University, USA)and Craig E. Wagner (Buena Vista University, USA)
Copyright: 2015
Pages: 23
Source title: Handbook of Research on Advancing Critical Thinking in Higher Education
Source Author(s)/Editor(s): Sherrie Wisdom (Lindenwood University, USA)and Lynda Leavitt (Lindenwood University, USA)
DOI: 10.4018/978-1-4666-8411-9.ch009

Keywords: Education / Higher Education / Information Science Reference

Purchase

View Developing Meaning-Making to Promote Critical Thinking on the publisher's website for pricing and purchasing information.

Abstract

Promoting critical thinking is a demand today's teachers are asked to meet (Association of American Colleges and University [AAC&U], 2005; Hart Research Associates, 2013), yet doing so requires that teachers themselves are critical thinkers. In order to critically think, teachers must have the capacity to make meaning complexly. Making meaning complexly allows for individuals to consider experiences from multiple perspectives and make responsible, ethical decisions for the common good. In other words, complex meaning making allows for critical thinking. Thus, a method for promoting critical thinking is to develop complexity in how meaning is made, and one way to do so is to implement the learning partnerships model (Baxter Magolda, 2004). This chapter explores using the learning partnerships model in the classroom to engage in the development of how one makes meaning, so as to develop critical thinking.

The IRMA Community

Research IRM

Developing Meaning-Making to Promote Critical Thinking

Purchase

Abstract

Related Content

IRMA Sponsors