Maintained Schools in England

I explore the policy underpinning the centrality of criticality in maintained (state-funded) schools in England. I am concerned to know whether criticality is a clear and coherent concept. I argue that criticality is a major educational aim. I observe that even though criticality is wider than critical thinking, much of the policy language is confined to the use of skills or abilities. I claim that the policy governing the teaching of criticality in England does not speak to coherence. Finally, I argue that this policy tacitly assumes the existence of critical thinking skills that are generic in nature and transferable across different subject domains. This, I contend, should be challenged. I also praise teaching across the curricula, from the formal, natural and social sciences to the arts and humanities, to develop a depth of criticality in students.