Perceptions of Critical Thinking in Post Secondary Educational Research

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  • The following is a review of existing literature on faculty perceptions, understandings, and definitions of Critical Thinking (CT) within a post-secondary context. CT is an ill-defined concept and individual understandings can be shaped by ontological or epistemological positions, as well as institutional and structural pressures. This paper explores researcher’s explicit and implicit conceptualizations of CT through a process informed by critical discourse analysis. The findings show a little homogeneity of CT understanding among either researchers or their participants. I conclude that more nuanced and subjective perceptions of CT are needed among post-secondary faculty and researchers because of the incredibly complex nature of the construct.

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  • Type of Item
    Research Material
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    Attribution-NonCommercial 4.0 International