Dialogue and judgement
Research on critical thinking supports dialogue, practical questions and guidance. In a debate, premises and objections can be examined as they arise. Afterwards, the pupil and tutor consider how the reasoning developed.
The Research
The teaching.The research behind it.
The programme uses debate, recall and written reflection. This account draws on the L’Étude Polymathe research review; it explains how published findings inform the teaching, and where their application remains uncertain.
From research to practice
Taking part
Reviews of studies in science and the humanities report benefits from active learning in the settings examined. The pupil explains and works through problems; the tutor provides an explanation where a gap in knowledge prevents progress.
Recall before help
Trying to answer from memory can help later recall. It also shows what is remembered and what is missing. The facts still need checking.
Returning to an idea
Study spread over separate occasions can help retention. Returning to an argument gives time to recall it, question it and develop it. The useful interval depends on the subject and the aim.
Comparing subjects
Alternating material can help people distinguish categories, depending on what is studied. L’Étude takes this as a reason for careful comparison between disciplines; transfer to every subject is not established.
Choosing a timetable
A study of collaborative medical discussions used ninety-minute sessions twice a week. It provides a comparison for discussion; it does not validate L’Étude’s timetable or its additional thirty minutes of preparation.
Reason first. Then check.
At first, the pupil works without consulting references. What is remembered? What seems plausible? What remains unknown? A convincing answer may still be wrong; the important factual claims are identified and checked afterwards.
Looking back matters as much as the exchange. Which definition changed? Which premise is missing? Which objection remains? The aim is to examine a question more carefully. Political persuasion is not the purpose of the session.
What the studies can tell us.
The studies concern particular activities and groups of people. They inform the teaching; the complete L’Étude programme has not been tested in a controlled evaluation. The four weekly hours, preparation period and written work are programme choices. Individual results are not guaranteed.
The references
Abrami et al. · 2015
Strategies for Teaching Students to Think Critically: A Meta-Analysis
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A. & Persson, T. (2015). Review of Educational Research, 85(2), 275–314.
The review supports teaching critical thinking and identifies dialogue, practical problems and guidance as useful features. It informs the tutor’s questions and the discussion afterwards; it does not validate the complete L’Étude programme.
Read the publicationTao & Griffith · 2020
Making Critical Thinking Skills Training Explicit, Engaging, and Effective through Live Debates on Current Political Issues: A Pilot Pedagogical Experiment
Tao, Y. & Griffith, E. (2020). PS: Political Science & Politics, 53(1), 155–160.
The pilot used debates between tutors and explicit demonstrations of critical thinking. It supports examining reasoning during political discussion. It is neither a universal finding nor a direct test of individual tuition.
Read the publicationFreeman et al. · 2014
Active Learning Increases Student Performance in Science, Engineering, and Mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M. P. (2014). PNAS, 111(23), 8410–8415.
The review found benefits from active learning in undergraduate science, technology, engineering and mathematics. It supports explanation and problem-solving by the pupil; it does not show that every debate is better than every lecture.
Read the publicationKozanitis & Nenciovici · 2023
Effect of Active Learning versus Traditional Lecturing on the Learning Achievement of College Students in Humanities and Social Sciences: A Meta-Analysis
Kozanitis, A. & Nenciovici, L. (2023). Higher Education, 86, 1377–1394.
The review reports benefits from active teaching in university humanities and social sciences. Its application to L’Étude must take account of differences in pupils and teaching settings.
Read the publicationRoediger & Karpicke · 2006
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L. & Karpicke, J. D. (2006). Psychological Science, 17(3), 249–255.
Experiments using prose passages found that retrieval tests helped later recall. This informs asking the pupil to remember an idea before receiving help; the facts still need checking.
Read the publicationCepeda et al. · 2006
Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T. & Rohrer, D. (2006). Psychological Bulletin, 132(3), 354–380.
Spreading study over time can help verbal recall. The useful interval depends on how long the material needs to be remembered. This supports returning to ideas; it does not establish L’Étude’s precise timetable as ideal.
Read the publicationCarvalho & Goldstone · 2014
Effects of Interleaved and Blocked Study on Delayed Test of Category Learning Generalization
Carvalho, P. F. & Goldstone, R. L. (2014). Frontiers in Psychology, 5, 936.
The effect of alternating material depends on the categories and the test conditions. Applying this to comparison between disciplines is a teaching judgement; it is not direct evidence for polymathic teaching.
Read the publicationSartania et al. · 2022
Increasing Collaborative Discussion in Case-Based Learning Improves Student Engagement and Knowledge Acquisition
Sartania, N., Sneddon, S., Boyle, J. G., McQuarrie, E. & de Koning, H. P. (2022). Medical Science Educator, 32, 1055–1064.
A revised format for medical case discussions reported better engagement and knowledge. Sessions lasted ninety minutes, twice a week. The study did not isolate the effect of duration or test L’Étude’s preparation period and weekly thesis.
Read the publication