higher learning

Lately I’ve been thinking about the arrogance of academia, specifically with regard to the teaching of ‘international’ or ‘outside of the EU’ learners. Academics seize the idea of ‘critical thinking’ and give it a large emphasis as part of the UK higher education experience. We tell our learners that they must be seen to think (and evidence their thinking) critically, and we offer rules for referencing and citation to ‘avoid plagiarism’. Critical thinking is often assumed to be needed, without justification. We assume that it is ‘part of higher education’ and offer no explanation as to why. We encourage students to question, yet not the need of the subject itself. Why would a learner not question its relevance? (more…)