Exploring the relationship between dispositions to think critically and sustainability concern in HESD
Exploring the relationship between dispositions to think critically and sustainability concern in HESD
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探索 HESD 中批判性思考的倾向与可持续性关注之间的关系
DOI：
10.1108/ijshe-07-2020-0251
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发表时间：
2021
影响因子：
3.1
通讯作者：
Jowett, Tim
中科院分区：
文献类型：
--
作者：
Shephard, Kerry;Kalsoom, Qudsia;Gupta, Ritika;Probst, Lorenz;Gannon, Paul;Santhakumar, V.;Ndukwe, Ifeanyi Glory;Jowett, Tim
目的高等教育不确定应该寻求和监测哪些与可持续有关的教育目标。接受需要可测量的东西来系统地改进，作者探索了如何将测量与潜在目标联系起来。本文旨在将批判性思维的倾向（积极开放的思维和评价推理的公正思维）作为衡量标准，并探讨它们如何与可持续性关注作为指示性教育目标相关联。设计/方法/方法本研究包括研究工具（量表）的开发和测试，以探索批判性思维和可持续性问题的倾向。作者在他们自己的通信小组中研究了这些工具，并在巴基斯坦、美国、奥地利、印度和新西兰的大学生和教职员工中进行了测试。作者还提出了一系列背景问题。调查结果显示，受访者对积极、开明和公正思维方面的倾向确实预示了他们对可持续性方面的关注，但他们的宗教信仰强度是这些关系和测量中的一个重要因素。实际意义本研究表明，在教育系统中，特别是在宗教信仰的作用令人感兴趣的情况下，监测批判性思维倾向和可持续性问题的复杂性；并提出了解决这种复杂性的方法。原创性/价值本研究整合并扩展了不同学科和文化中关于可持续发展教育和批判性思维的论述。它调查了可以帮助高等教育机构以符合其文化和价值观的方式进行可持续发展教育和监测其进展的衡量方法和目标。
PurposeHigher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target.Design/methodology/approachThis research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions.FindingsRespondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement.Practical implicationsThis research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity.Originality/valueThis research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.
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