Bridging the Gap: Connecting Teaching Critical Thinking to Student Experience

By Vincent C.A. Crone and Merel van Goch

As educators in the humanities, we often question whether we are truly meeting our students’ needs in teaching, particularly when it comes to what may be our most important research tool: critical thinking. This concern prompted us to explore a potential disconnect between our approach and students’ perceptions.

We started by asking a fundamental question: How do students in humanities programs experience critical thinking? We wanted to determine if the critical thinking skills we emphasize aligned with what students expected to gain from their education. Our findings were revealing. While some students viewed critical thinking mainly as an academic skill, others saw it as a deeper practice that extends beyond the classroom.

This disparity led us to rethink how we might better align our teaching with students’ real-world interests. Students expressed a clear desire for a more integrated approach to critical thinking—one that not only hones analytical skills but also engages with real-world issues and societal challenges. They were interested in understanding how critical thinking applies to their everyday lives, not just their academic assignments.

For us, this research result is already of great value, as it has set us on the path to ask: How can we adjust our teaching methods to better meet students’ needs? Are we effectively demonstrating the relevance of critical thinking beyond the classroom? These questions warrant further investigation. By engaging more closely with students and taking their feedback seriously, we aim to refine our teaching practices. Our goal is to make critical thinking more relevant and impactful, ensuring that our approach resonates with students and supports their broader educational experiences.

Read the TLI article here.