What role does a poetry group have in developing critical thinking (CT) skills for adult lifelong learners in a Further Education (FE) art college? This article, written by Frances Norton and Professor Maggie Gregson, looks to illustrate how the pedagogical interventions employed in this study can support the development of CT, deepen student engagement in learning, and improve achievement.
This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in CT. He describes this as a ‘critical thinking deficit’.
To read the rest of the article you need to be logged in as a SET member.
If you are not currently a member of SET, join now to access the full range of member benefits. Joining is easy and only takes a few minutes.