ABSTRACT

The idea of critical thinking has become a central notion in the way that higher education is conceptualised currently in society. Its importance is manifested in many ways. It is a term, for example, that is often found in the types of assignments that are set for students on their courses: Write a ‘critical’ analysis of X; or Be sure to adopt a ‘critical’ approach to Y. On a broader level, the term is enshrined in the types of generic attributes and skills that universities claim they impart to students across their teaching programmes (Barrie, 2006). The reach of this idea is also seen beyond the academy, with ‘critical capacities’ often included on lists of skills that employers nowadays typically expect of graduates (Hager & Holland, 2006).