University of Helsinki, Institute of Behavioural Sciences. Studies in Educational Sciences 260
The central purpose of this doctoral thesis, Looking Beyond the Obvious, has been to deepen our understanding of the nature of critical thinking by combining theoretical, empirical and methodological perspectives. The concept of critical thinking has a central role both in research on the philosophy of education and in empirical research on learning and teaching in higher education. Although it is true that the philosophical and empirical analyses of critical thinking and knowledge differ fundamentally, the present thesis argues that there are shared concerns between these two scholarly traditions. The thesis consists of four studies, each of which approached this aim from different viewpoints. The methods involved both a philosophical approach and an empirical multi-method approach. The dialogue between the empirical and theoretical analyses offers new insights into conceptualising critical thinking and its prerequisites and extends our understanding of variations in critical thinking.