Relationships in teaching for critical thinking dispositions and skills

Abstract

As follow up to research that identified critical thinking evident in an undergraduate course on Technology in the Family (Walker and Brown, 2020), this study explored the role of the social context in critical thinking acquisition (e.g., Brookfield, 2020). Qualitative analysis of student responses to an end of semester survey in fall 2021 (n=46) identified the roles of learner relationships (who, how) as learning influences. A focus group of representative class students validated and deepened insights from the analysis. Results indicate how the instructor and teaching assistant created the classroom dynamic of comfort and trust, small groups encouraged gaining new perspectives, and personal relationships beyond the class facilitated application and sharing for deeper understanding. Relationship building offers important dimensions for student mental health and critical thinking skills in higher education.