Critical Thinking Models

This chapter provides further reflections on the policy concerning criticality. How is criticality perceived by scholars working in higher education in the United Kingdom? How are critical thinking competencies deployed in the European Union, the United Nations Educational, Scientific and Cultural Organisation, Singapore, the United States, Canada (taking Ontario as an example), Australia and New Zealand? I argue that criticality continues to exist as a major educational aim. Global educational policy rather assumes that critical thinking abilities are generic and transversal in nature. I argue that such policy concerning the teaching of criticality does not speak sufficiently to coherence. And I argue that there is an understandable, though heavy, policy reliance on economic arguments and an emphasis on providing ‘soft skills’ for future employers. In my view, the politics of market forces should not be the dominant driving force in education.