ERIC Number: EJ1399528
Record Type: Journal
Publication Date: 2023
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1757-7438
Criticality in Undergraduate Education: Is a Non-Critical Classroom Experience a Lesson in Deceit?
Power and Education, v15 n3 p377-384 2023
This article is an exploration of the potential of a more purposeful application of criticality in undergraduate classrooms. Conventional pedagogy, often lecture-based, does not prepare students well for life, a career, or service toward the common good. A more critical approach in the classroom stimulates critical thinking, critical consciousness, and critical being. Criticality in teaching and learning allows for an honest assessment of history, culture, and the reality of human interactions. It positions students well for career success and strong civic engagement. It also serves to refresh and enhance faculty understanding of established material. Criticality in the classroom redounds to the wellbeing of the institution, the community it serves, as well as advancing knowledge itself with the enrichment of new perspectives. Anything less is at best a repetitive exercise of fact regurgitation, or at worst, outright deception.
Descriptors: Undergraduate Study, Teaching Methods, Critical Thinking, Critical Theory, Citizen Participation
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A