EAP in the North Critical Thinking.

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Presentation transcript:

EAP in the North Critical Thinking

Jones, A. (2009) ‘Redisciplining generic attributes: the disciplinary context in focus’, Studies in Higher Education, 34(1), pp. 85-100. Davies, M. (2015) ‘A model of critical thinking in Higher Education’, Higher Education: Handbook of Theory and Research, 30, pp. 41-92.

Davies (2015)

Delphi Report (Facione, 1990) We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation and inference as well as explanation of the evidential, conceptual, methodological, criteriological or contextual considerations upon which that judgment was based. Critical thinking is essential as a tool of inquiry. Critical thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, honest in facing personal biases, prudent in making judgments, willing to consider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in selection of criteria, focused in inquiry and persistent in seeking result which are as precise as the subject and circumstances of inquiry permit.

‘Generic attributes, as part of the social practice of each discourse community, are often not explicitly taught, but rather picked up through the knowledge or concepts under instruction. So, while it is possible to be more transparent about the ‘rules of the game’, it is difficult to describe them in detail because they are internalised.’ (Jones, 2009, p. 94)

Critical Thinking: some issues for EAP 1. How, in the EAP classroom, do we illustrate, make explicit and enable engagement in CT?

‘…generic attributes are highly context-dependent, and are shaped by the disciplinary epistemology in which they are conceptualised and taught.’ (Jones, 2009, p. 85) ‘…skills such as critical thinking, analysis, problem solving and communication are conceptualised and taught in quite different ways in each of the disciplines.’ (Jones, 2009, p. 85)

ECONOMICS – use of economic tools; application of theory to practical or policy issues HISTORY – awareness of political and ideological dimensions; awareness of gaps and silences LAW – examination of legal argument

Critical Thinking: some issues for EAP How, in the EAP classroom, do we illustrate, make explicit and enable engagement in CT? How does CT manifest itself in different disciplines?

‘Heavy rain causes flooding.’

‘Problem solving is closely connected with critical thinking, and an examination of this across disciplines makes the importance of disciplinary knowledge apparent.’ (Jones, 2009, p. 90) an in-depth understanding of theoretical physics economic models and the use of economic theory an understanding of the principles and conventions of law

Critical Thinking: some issues for EAP How, in the EAP classroom, do we illustrate, make explicit and enable engagement in CT? How does CT manifest itself in different disciplines? How can the complexity of real world issues be accommodated in the EAP classroom?