Critical and reflective teaching in higher education. The case study of Poland

Abstract

The concept of “critical thinking” has received much attention lately and therefore has been subject to a variety of definitions pertaining to different traditions from philosophy and educational psychology and logic. The aim of the article is to provide an insight into how critical thinking is conceptualized and implemented in Poland. The article is based on extensive literature review and secondary data from the Polish Qualification Framework and curricula from selected HEIs (higher education institutions). While the article is indicative and exploratory it points at the structural limitations and windows of opportunities to implement critical thinking. It starts with an overview of how critical thinking in conceptualized in Polish literature pointing at a discrepancy between a Western and indigenous approach. Following it provided an overview of how critical thinking is positioned in Polish curricula. The subsequent part of the article challenges and windows of opportunity to implement critical thinking in higher education. In the concluding section several recommendations are drafted.