Written by Frances Norton and Professor Maggie Gregson
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 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’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry as a methodology.
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