Literaturnachweis - Detailanzeige
| Autor/inn/en | Erikson, Martin G.; Erikson, Malgorzata |
|---|---|
| Titel | Learning Outcomes and Critical Thinking -- Good Intentions in Conflict |
| Quelle | In: Studies in Higher Education, 44 (2019) 12, S.2293-2303 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Erikson, Martin G.) ORCID (Erikson, Malgorzata) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2018.1486813 |
| Schlagwörter | Critical Thinking; Outcomes of Education; Criticism; Epistemology; Educational Objectives; Risk; Learning Processes; Thinking Skills; Higher Education; Academic Aspiration |
| Abstract | The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers' and students' attention away from important goals. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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