Promoting critical thinking in higher education through the values and knowledge education (VaKE) method

Abstract

ABSTRACTAn effective instructional approach for promoting critical thinking is a challenge not only for Higher Education but also for lower educational levels. In this paper, we argue that values and knowledge education (VaKE) is an instructional approach, which could be implemented in Higher Education to promote students’ critical thinking skills and dispositions. To examine our claim, we implemented the VaKE method in an undergraduate Psychology course in a group of 27 students. During the course, students were asked to suggest a solution in a value-laden situation (dilemma) in which multiple solutions were possible. Structured diaries which followed Facione’s definition of critical thinking, including critical thinking skills and dispositions, were used to record students’ experiences. A theory-driven content analysis was carried out and results revealed that students experienced the activation of critical thinking skills and dispositions during the different steps of VaKE. This study is the first step of our work in progress showing that during the VaKE course students activated and implied critical thinking skills and dispositions.