Many different definitions of critical thinking, which have grown with augmented technology and concern and uncertainty about the future of work and careers. All seem to agree that it is additional to discipline knowledge. 

Ellerton argues that the teaching of critical thinking should focus instead on teaching the skill of ‘recognising what we do not know’, as most people believe that they are rational human beings with high levels of critical thinking already – and this is not a helpful mindset. This is especially important to inquiry – without recognising what we do not know and being conscious of our bias, then there is no perceived need to follow a rigorous process of inquiry. This could be a specific problem also if we are depending on this inquiry to be collaborative, for the benefit of different perspectives, yet our students have very similar backgrounds, and we can assume – perspectives. Additionally, there could also be pressure for the student to respond with the answer they think that they ‘ought’ to give.  

Inquiry needs to start with doubt, not confidence and processing through an argument. 

Beyond this text, which seeks to define collaborative inquiry and critical thinking, class activities that endeavour to encourage cognitive thinking include: 

• The careful selection of readings that deliberately challenge or directly go against students’ assumptions. 

• Stimulating discussions that also allow the more introverted students to participate in. 

And for collaborative inquiry: 

• Brainstorming sessions either as a class or in a group to explore possibilities and so students become accustomed to having their ideas challenged, and to think creatively.  

• Giving students roles of the people/characters that they are studying to help students see and interpret different viewpoints. 

• Encouraging students to map out their ideas or make visual representations of ideas so they can see the connections or/and patterns.  

Ellerton, P. (2017). collaborative and inquiry learning UQ eSpace. https://espace.library.uq.edu.au/view/UQ:725398