Developing critical thinking skills with adultlearners in an art school: might a critical thinking manifesto be one way to visualise findings?

doi:10.5456/wpll.25.2.63

Frances-Ann Norton

Developing critical thinking skills with adultlearners in an art school: might a critical thinking manifesto be one way to visualise findings?

General Medicine

This qualitative study is set in a UK art school where participants are adult-learners on a postgraduate course. A 'critical thinking club' is described at work in a constructivist classroom where meaning is built through experiential teaching and learning. Three themes of: barriers in education for adult-learners; scaffolded stages to develop thinking skills; and how practice-focused research could contextualise participants' art-practice are considered and discussed. Adult-learners articulate their thoughts about developing critical thinking in a 'community of inquiry' and results are visualised in a five-point manifesto, leading to a discussion on possible practical ways of operationalising and developing critical thinking with students.

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Developing critical thinking skills with adultlearners in an art school: might a critical thinking manifesto be one way to visualise findings?

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