How critical thinking is understood has a logical impact on pedagogy and curriculum design in a critical thinking education. If critical thinking is seen as a complex mix of knowledge, skills and dispositions that can be articulated and made an object of study in themselves, then there is scope for intentional and explicit targeting of such things. If, however, critical thinking is seen as a general skill more or less impermeable to pedagogical influence and best realised through the development of content knowledge, then an explicit focus on developing thinking skills is misplaced and potentially distracting. The latter view is that of cognitive load theory (CLT), a theoretical framing of thinking and learning that has gained traction in education including with practitioners. This paper will explore some of the assumptions of CLT and show that they are either (1) in error, (2) vaguely or confusingly expressed and/or (3) irrelevant to the conclusions drawn within the theory which are often themselves errors of inference. Moreover, I point out that important educational research that weakens the claims of CLT is often not engaged with or addressed.
On critical thinking and content knowledge: a critique of the assumptions of cognitive load theory
