Critical thinking is listed as a desired skill or preferred outcome within many higher education courses. It is something that students are expected to demonstrate through their involvement in the class and learning activities. It may be listed in a rubric and/or stated in the course syllabus, depending upon the requirements of the program or the school itself. There may be varying degrees as to how it is demonstrated and then evaluated, ranging from occasionally to always within a rubric description. It is a common practice to provide students with the course rubrics at the start of class; however, the question becomes: Do students usually know what critical thinking means? Do instructors or schools provide a standard definition?
Additional questions that arise include: Do instructors understand the meaning of critical thinking and are they provided with an explanation by the school? These are questions that I sought to answer and I spent over two years talking to instructors and students about this topic. There is information that is readily available, such as websites devoted to critical thinking and a few books about this topic, and there are classes that spend an entire term examining it; however, what does the average student and instructor know about this topic? How is it utilized in classes if it is stated in a rubric? What I wanted to learn is whether or not critical thinking is overrated (which means it is not actively utilized in classes and is only a catchphrase) or is it underutilized (which means it holds greater potential than is recognized now) in higher education classes.
My perspective is primarily based on my work in the field of distance-learning as an online educator and faculty development specialist, which has included the role of online faculty peer reviewer. I have reviewed hundreds of online classes and discussed critical thinking with hundreds of online faculty. What I’ve learned is that the average instructor may have a general knowledge about critical thinking and what it means; however, faculty generally do not provide an explanation for students beyond what is stated in the course rubric. I did not observe it as an active discussion or explained through additional instructional posts or supplemental information, and I also didn’t observe detailed notes about it within the feedback provided.
What do instructors generally know about critical thinking? For those who have conducted some research they will find definitions that are related to logic and reasoning. However, the usual go-to definition or explanation is Bloom’s taxonomy and this provides levels of cognition that can help instructors recognize when a state of critical thinking has been attained. What is unclear is whether or not a one-time occurrence indicates that students know how to use the skill on a regular basis. What are instructors taught by the schools? They are usually told to use questioning techniques and specifically Socratic questioning by a few schools. What I’ve observed is that even when questions are used that doesn’t necessarily mean a follow-up reply by students will demonstrate use of this skill.