One of the principal objectives of institutions of higher learning such as colleges and universities is to impart skills that enable its clients [the student] of whatever level to think critically while analysing problems in order to find implementable solutions that best fit the dynamic nature of the changing and challenging dimensions in the 21st century. As the title suggests, this article critiques the Teaching Practices used by instructors to achieve that very end. The authors’ argue that instructors teaching critical thinking at these same institutions do not explicitly understand the very nature of critical thinking, and as such lack the expertise to effectively transfer such knowledge [critical thinking skills] into their students’ immediate and later endeavors (Shim & Walczak, 2012, p. 16).
The study, as the two co-authors explain, investigates the effects of different teaching practices used by instructors in different institutions of higher learning to sharpen the critical thinking ability of students. Shim and Walczak cite evidence from varied authors with prior interest in the same, effectively unearthing massive disagreements from how to define the concept at hand to its components. Accordingly, instructors apply varied instructional practices with no clear-cut boundaries on their suitability on course related tasks, the level of study, disciplines and/or institutions. ...Show more