Demands and design principles of a “heterodox” didactics for promoting critical thinking in higher education

Abstract

Following on from the already wide-ranging academic discussion about fostering critical thinking in students as an important component of a university’s educational mission, this paper takes a particular look at didactic principles for fostering this critical thinking. We begin with a reception of Abrami et al.’s (2015) comprehensive meta-study of higher education interventions that are successful in promoting critical thinking. It becomes apparent that an understanding of criticism, which we refer to as “conventional” has been used throughout. However, there are alternative designs of an understanding of critique and critical thinking. We therefore subsequently explain an understanding of critique that is oriented toward poststructuralist thought and is referred to as “deconstructive”. Didactic principles that can be called “heterodox” are presented, which are suitable to promote a critical thinking ability in the light of the poststructuralist-inspired concept of critique. These principles are not only theoretically negotiated, but also vividly explained by means of a concrete intervention in university teaching. The article concludes with reflections on the connection of “conventional” and “heterodox” didactic principles for the promotion of critical thinking and gives impulses for the further development of university teaching-learning arrangements.