The limitations of student-centred learning in relation to critical thinking

In the previous post, we briefly explored the extent to which cultural values shape educational expectations. This was based around one example of Hofstede’s (1996) cultural dimensions of power distance that, it was suggested, can incline educational systems towards being either primarily student- or teacher-centred.

This week, we will critically evaluate the claim that the student-centred approach is more successful in developing critical thinking, while the teacher-centred style can limit the development of this ability. Some of the issues presented below have been drawn from arguments in an article by Edwards and Ahsan (2019).

The claim that student-centred learning promotes critical thinking abilities

First, especially across the English-speaking nations, there is almost an unchallengeable assumption by educators that student-centred learning is a superior approach in relation to all key learning expectations, particularly the development of critical thinking. While student-centred learning incorporates a wide range of teaching methods and learning styles, proponents share several primary learning aims as listed below.

• The promotion of active rather than passive learning

• The emphasis on greater student responsibility and accountability in the educational process

• The development of increased learner autonomy

• The awareness of variations in effective teaching methods and learning styles

• The establishment of mutual respect between educators and learners

• The transference of focus from outcomes and grades to the learning process

• The movement away from what to learn to how to learn

• The encouragement of active critical reading in contrast to passive comprehension

• The focus on more self-managed and life-long learning strategies

• The relationship between education and citizenship

Here, as discussed in the blog post last week, the primary reason why student-centred learning has flourished is that the underlying philosophy, learning objectives, and teaching methods all dovetail comfortably with the deeply rooted cultural dimensions of the English-speaking nations. This was illustrated in terms of the contrast between the Hofstede dimension of small and large power distance. Consequently, international students can initially find themselves in a rather alien cultural learning context in which all the familiar ‘rules of the game’ seem to have suddenly changed without explanation.

The assumption that students have already acquired the critical thinking foundation skills

However, perhaps one of the most overlooked issues is the essential requirement of prerequisite foundation skills for the development of critical thinking. Indeed, especially in higher education, it appears that students are often mistakenly assumed to possess such skills, at least to some extent, prior to entry.

In contrast, high school education in many nations tends to be focused more on the rote memorisation of information required to pass highly competitive university entrance examinations, though this oversimplification will be challenged in the blog next week.

Therefore, educators at international institutions of learning need to sometimes step back and initially focus more on these foundation skills before launching into the application of critical thinking abilities. The core foundation skills required as a prerequisite to the development of critical thinking is illustrated below (Edwards, 2013).

The teacher-centred learning as a necessary foundation for the development of critical thinking

When initially entering an academic environment, there are two primary early learning objectives regardless of whether the students are drawn from a domestic or international context. At this stage, focus is inevitably placed on learning the groundwork concepts of the faculty subject, together with supportive study skills tailored to the learning priorities of specific academic subjects. Some combination of these early learning objectives is listed below.

• The development of skills that enhance the critical evaluation of academic texts to identify the placement of key arguments and supporting evidence

• The learning of approaches to improve an ability to critically analyse the quality and depth of evidence provided in academic texts

• The acquisition of techniques that enable the synthesis of arguments from different sources

• The competence to effectively evaluate the usefulness of sources in relation to specific task completion requirements

• The enhancement of attentiveness and active listening skills in the context of lectures, seminars, and tutorials

• The capability to take or make effective notes that can improve listening, summarising, and the accurate reporting of information.

Therefore, the achievement of these initial objectives inevitably requires a shift towards a more teacher- rather than student-led approach, as students can only demonstrate the ability to think critically in relation to an evaluation of some academic issue or concept. This, in turn, will typically be based on an ability to critically read academic texts.

Consequently, teacher- and student-centred learning styles should not be seen as alternative models, but rather as part of a complementary progressive process leading towards critical evaluation.

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Question 1

To what extent would you agree that the early stage on entry to any faculty department will inevitably be primarily a teacher-led experience?

Question 2

To what extent would you agree with the argument that it is not possible to develop critical thinking without it being intertwined with the acquisition of some academic subject knowledge?

Question 3

To what extent is there evidence that teacher-led education systems follow an alternative path to the development of critical thinking that are equally successful, rather than limiting such skills?

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Question 3 will form the focus of our blog post next week.

References

1. Edwards, R. A. (2013). Critical thinking skills in the process of academic writing. Modern English Teacher, 22(1), 5–10.

2. Edwards, R. A. & Ahsan, U. (2019). Why should we be so learner-centred? Modern English Teacher, 28(4), 39–43.

3. Hofstede, G. (1996). Cultures and organizations, software of the mind: intercultural cooperation and its importance for survival. McGraw-Hill.