Critical Training in Higher Education. R&D for Higher Education, 1980:8.

Autor/in	Hallden, Soren
Institution	National Swedish Board of Universities and Colleges, Stockholm. Research and Development Unit.
Titel	Critical Training in Higher Education. R&D for Higher Education, 1980:8.
Quelle	(1980), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Education; Cognitive Processes; College Students; Critical Thinking; Decision Making; Higher Education; Intellectual Development; Intellectual Disciplines; Logical Thinking; Problem Solving; Productive Thinking; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Akademische Bildung; Cognitive process; Kognitiver Prozess; Collegestudent; Kritisches Denken; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Geisteswissenschaften; Problemlösen; Produktives Denken; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An attempt is made to clarify the aims of critical training in academic subjects at the higher education level. Additionally, common motifs of thought in the extensive material of cognitive criticism are considered, and the material itself is synthesized. Attention is also directed to the criteria of essentiality and implications for teaching. Two important dimensions related to critical training are attitudes and methods. Studies have examined the concepts of independence, tolerance, problem awareness, and intellectual maturity. These concepts are viewed as entailing both psychological and methodological domains. The study of critical practice has been extensive in addressing material concerning historical source criticism, legal technique, the psychology of testimony, the sociology of knowledge, and other areas. In this approach emphasis is placed on insights and methodological ideas whose significance transcends subject boundaries. Certain supporting inquiries have been undertaken concerning medicine, political science, and history. The analysis of historical science has been almost entirely concerned with questions relating to selection and criteria of essentiality. One important consideration in all selection is the attempt to bring the cognitive material under control. It is concluded that a focal point in the analyses has been the link between education and research and the importance of critical training. It is suggested that the choice between the essential and the nonessential is important both to teacher planning and student learning. (SW)
Anmerkungen	National Swedish Board of Universities and Colleges, R&D Unit, P.O. Box 45501, S-104 30 Stockholm, Sweden.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01