Volume 25, Issue 1, Spring 2010
Critical Thinking and Disability in Higher Education
Katherine H. Greenberg
Thinking about Critical Thinking
Disabilities and Learner-Centered Instructional Design from the Perspective of Mediated Learning Experience Theory
This paper presents an analysis of commonly held views about critical thinking and how they relate to learning and teaching at the college level. It focuses on assumptions often held by researchers, such as those expressed in the three studies included in this issue, and considers as well the conclusions raised by these studies when addressing needs of those with disabilities. The theory of mediated learning experience offers a uniquely effective way to further critical thinking skills. The paper compares learner-centered vs. content-centered instructional design.