The authority of personal knowledge in the development of critical thinking — a pedagogy of self-reflection

Journal article


Papadopoulou, M. 2011. The authority of personal knowledge in the development of critical thinking — a pedagogy of self-reflection. Enhancing Learning in the Social Sciences (ELiSS). 3 (3), pp. 1-23. https://doi.org/10.11120/elss.2011.03030012
AuthorsPapadopoulou, M.
Abstract

Drawing on Polanyi’s theory, this paper proposes a pedagogical approach that engages university students in three hierarchical levels of reflection in order that they develop ‘criticality’. The approach is demonstrated in the context of an undergraduate module on ‘Childhood’ in which students: first reflect on their personal theories and the ways these inform their perceptions and interpretations of the world; second are introduced to public theories and encouraged to examine their evidence base and applicability; and third, they are scaffolded in contrasting personal and public constructs and in dealing with dissonance.

Keywordspersonal knowledge, personal theories, public theories, levels of reflection, criticality
Year2011
JournalEnhancing Learning in the Social Sciences (ELiSS)
Journal citation3 (3), pp. 1-23
PublisherTaylor & Francis
ISSN1756-848X
Digital Object Identifier (DOI)https://doi.org/10.11120/elss.2011.03030012
Publication dates
Print15 Dec 2015
Publication process dates
Accepted12 Dec 2011
Deposited16 Dec 2019
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https://repository.canterbury.ac.uk/item/8q15x/the-authority-of-personal-knowledge-in-the-development-of-critical-thinking-a-pedagogy-of-self-reflection

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