Publication:
Criticality as a Threshold Concept, Defined and Limited by Disciplinary Power.

dc.contributor.author Thompson, Rachel en_US
dc.date.accessioned 2021-11-25T12:27:14Z
dc.date.available 2021-11-25T12:27:14Z
dc.date.issued 2012 en_US
dc.description.abstract Critical thinking is an inherent element of the troublesome and metacognitive nature of the threshold concept as defined by Meyer and Land (2003; 2005) and also has been examined as a threshold concept in its own right, for instance within information research. Furthermore, research on the interdisciplinary nature of critical thinking highlights the importance of learning these skills within a specific discipline area in order to enable later transference to other disciplines (Entwistle, 2008; Perkins and Salamon, 1992). Thus, criticality appears to be key to academic disciplinary development and existence. Barnett (1997) takes this further and champions a more holistic view, namely that graduates should aim to become critical practitioners; a state of being he believes is necessary for students and indeed academics to achieve their full potential within the world. However, various social-cultural pressures (such as accrediting professional bodies) exert a strong influence on how students learn criticality in higher education. In this paper, I will argue that critical thinking is a major interdisciplinary threshold concept in its own right and hence can be defined as and at the same time be defining of a threshold concept. Furthermore, using a sociological perspective, I will explore the dynamics that influence a graduate’s learning path to becoming a critical practitioner and in particular, analyse the relationship between critical thinking and power within the higher education system. Consequently, I will show how this system creates and frames threshold concepts that in turn define the substance and boundaries of the disciplines, which, in their turn act to restrict the extent to which students control and extend their mastery of criticality, thus inhibiting the very skill that education claims to value above all others. en_US
dc.description.uri http://www.nairtl.ie/documents/BookofAbstracts_ONLINE.pdf en_US
dc.identifier.uri http://hdl.handle.net/1959.4/52782
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/au/ en_US
dc.source Legacy MARC en_US
dc.subject.other disciplines en_US
dc.subject.other threshold concepts en_US
dc.subject.other critical thinking en_US
dc.title Criticality as a Threshold Concept, Defined and Limited by Disciplinary Power. en_US
dc.type Conference Paper en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.accessRights.uri http://purl.org/coar/access_right/c_14cb
unsw.relation.faculty Medicine & Health
unsw.relation.ispartofconferenceLocation Dubllin, Ireland en_US
unsw.relation.ispartofconferenceName 4th Biennial International Threshold Concepts Conference. en_US
unsw.relation.originalPublicationAffiliation Thompson, Rachel, Faculty of Medicine, UNSW en_US
unsw.subject.fieldofresearchcode 130202 Curriculum and Pedagogy Theory and Development en_US
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