University Faculty Members' Conceptions of Critical Thinking: A Continuum from Individualism to Sociability

Abstract

This article presents results of the scientific research, aimed at in depth understanding of university faculty members’ experience of teaching and learning critical thinking (further - CT) in their study fields and professional life. Phenomenographic approach was employed. Seventeen faculty members, representing different universities and study programs, shared their personal perception of the CT concept, ways of teaching it at university as well as learning how to teach it. This paper describes one part of the results, revealing faculty members’ perceptions of the CT concept. The data analysis revealed that CT is perceived in eight qualitatively different ways: as self-raising and self- improvement; as development of open relationship with environment; as decision making instrument; as learning to doubt and recheck knowledge; as learning to choose; as learning to raise questions and express thoughts; as a creative capacity; as attribute of civil, democratic society. Four types of interconnections among categories were detected: relational, result orientated, learning process directed and belonging to another phenomenon. Authentic testimonies invite for discussion of what meaning CT has for individual, institution and society, how universities can contribute to nurturing CT. The conclusion is that university faculty members give different meaning to CT concept, but not different value. CT is equally valued as personal, interpersonal and social good.