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How critical thinking is understood has a logical impact on pedagogy and curriculum design in a critical thinking education. Peter Ellerton discusses some of the assumptions of CLT

Image courtesy of interviewee. May 23, 2024

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This video video is a lengthy exploration of critical thinking, its definitions, and the arguments surrounding its teachability in the context of cognitive load theory. The speaker clarifies that critical thinking is not synonymous with intelligence, expertise, or education level, and argues it should be defined by the quality of thought and thinking processes. They challenge the view from cognitive load theory, which asserts that critical thinking is biologically primary and cannot be taught, emphasizing evidence that shows critical thinking skills can indeed be developed through explicit teaching.

The speaker critiques cognitive load theory for its narrow focus primarily on working memory and instructional design, arguing this approach overlooks the necessity of inquiry, character development, and the agency of students in their learning processes. They argue that cognitive load theory's claims regarding the inability to teach critical thinking are problematic due to the lack of a clear definition of what critical thinking entails. Moreover, they emphasize that students must engage actively in learning, developing resilience, tolerance for ambiguity, and effective inquiry skills to succeed in a complex, uncertain world.

The speaker cites examples like the Philosophy for Children movement, which shows significant cognitive gains through explicit instruction in critical thinking. They call for a broader consideration of critical thinking that incorporates the complexities of human cognition and the importance of fostering an environment where students can develop their thinking skills and agency, distancing from the limitations of cognitive load theory's assumptions. The speaker concludes that while the theory provides some useful insights, its strong claims regarding critical thinking could ultimately do more harm than good in education.

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Lemme say, begin by by maybe saying what it's not,

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it's not synonymous with, intelligence.

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It's not synonymous with expertise.

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It's not even necessarily synonymous

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with level of education.

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Um, so let's just, let's sort of move those out

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of the picture for a bit and

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just talk about what it might be.

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Now, some people like to imagine it's some kind

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of innate ability.

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Um, but I do take issue with that,

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and I think the evidence is on my side here.

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Um, because I think when you talk about critical thinking,

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it's, it's important

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to talk also about the critical thinker.

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Um, so if I might use, an athletics metaphor, you know,

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you might, for example, teach the javelin,

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but if you do so, your attention is given as much

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to the athlete as it is to the, to the,

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the sport itself, in the abstract.

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Um, so when we're talking about critical thinking, we have

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to pay attention to the critical thinker,

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which means our definition of critical thinking must expand

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to include certain characteristics

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of good critical thinkers.

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Now, the thing that critical thinkers are most critical

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of is the quality of their own thinking,

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before they get to other people's.

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Um, and so if I, if I were to give you what I think is

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possibly a, a very succinct

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and effective definition of critical thinking, I'd say,

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and this is a bit shot from the hip,

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but it's, it's, it's that area of, of study, if you like,

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in which we are concerned with the quality

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of thinking and the quality of thought.

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Um, now that's quite a fraught area

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because, you know, what makes

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for good quality thinking is very contextual, changes

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with circumstances and situations, with goals.

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Um, and so it's, it's not as straightforward

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and sort of clinical as you might imagine,

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but we certainly are concerned with the quality of thinking

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and how that might be

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relevant conti considering the context in which we are

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thinking and who we're thinking with.

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So that's, that's, that's the very broad, and,

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and I'm trying to cover all bases

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here and make everybody happy.

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Um, but it's certainly, it's certainly not easy to sort of,

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give you the cool clinical definition so quickly.

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The answer to that, if you accept what I've just said,

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is yes, because the factors that affect the quality

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of the inferences we make

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and the thinking that we do, can be articulated,

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can be learned, and the processes that we go

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through can be improved.

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Um, and therefore the quality of thinking

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that we engage in can be improved.

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And to say it can't be, I think, stands in opposition

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to an awful lot of experimental evidence

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and an awful lot of the ways in which we understand

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how we communicate and develop with each other, not just

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through educational institutions, but through our lives.

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We, not always,

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but, you know, the quality

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of our thinking generally improves.

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Um, and to say that it, it, it, it does so accidentally,

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I think is, is a bit too much of a call.

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So we can make it the object of our study,

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and we can, you know, make very deliberate, moves

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to improve the quality of thinking,

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through a whole range of factors and,

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and drawing on a whole range of areas from, psychology,

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cognitive science and philosophy and other areas as well.

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Well, cognitive load theory is,

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an admirable attempt to

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align our educational instruction, processes

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and procedures with what we know

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or think we know about the architecture of the mind.

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Um, and that would seem to me like a very simple

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and obvious thing that we'd want to do.

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So it makes a lot of sense to do that.

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Um, and cognitive load theory is concerned very much

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with, a, a model of how we learn, which

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revolves around most fundamentally the concept

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of working memory and long-term memory.

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And the idea is that our working memory is very limited in,

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in, in both space and time.

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So if I were to rattle off a string of digits

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to you say 7, 2, 3, 6, 5, 9, 8, 2, 7, your memory

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of those things is fading as we speak.

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Um, and it's, it's very hard to capture those things.

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They haven't gone into long-term memory.

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You haven't learned them if you like.

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Um, and so cognitive low theory is concerned with

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how we manage that, that issue of short-term memory

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and moving things to long-term memory.

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Um, and it's also concerned with how not only

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that we move it to long-term memory, that,

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that we structure it in such a way

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that the way the knowledge sort of hangs together,

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in our long-term memory is, is operationally useful

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and can be drawn upon very quickly and effectively.

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And all of that I think makes a lot of sense.

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Um, so that, that's kind of where it sits,

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but it also makes a couple of,

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to my mind startling assumptions that,

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knowledge is of at least two types.

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One is that it's biologic,

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some knowledge is biologically primary.

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And an example of that might be,

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the way in which we learn a language

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that we don't need working memory

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to help us learn a language.

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It kind of just comes of itself with experience and,

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and with exposure, and we don't have

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to pay conscious attention to it to develop language skills.

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Um, this is a bit different if you learn a second language

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later in life, of course, but, but certainly initially,

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and there's the lang, there's the knowledge

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that is biologically secondary,

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and that includes most of what we learn at school, geography

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and mathematics and, and science and

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History and so on.

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And it is a contention of, of cognitive load theory.

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And I'm, it remains unclear to me why

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that critical thinking is biologically primary and

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therefore can't be taught.

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So that's where I, as, as, as where someone

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who focuses on critical thinking, that's where I take issue

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with the assumptions of cognitive load theory.

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Um, well, critical thinking is a very, very broad church.

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And you, you range from the, those

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who focus on the very analytical

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aspects of critical thinking.

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Um, you know, originally people such as Ennis

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and, and others who, who concept,

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who conceptualize critical thinking is a very

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analytical process.

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Um, you have educational theorists like,

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Matthew Lipman and Anne Sharpe, who, who tried

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to move critical thinking into an educational context,

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particularly in the area of philosophy, which sort

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of traditionally has been the home of,

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of critical thinking, thought.

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Uh, it is an old project,

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after all, quite an ancient one.

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You also have those who, move towards the kind of,

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social cognitive aspects that come out of things like,

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formal structures of arguments.

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Um, Deanna Kuhn is an example of that.

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And there are many who, who work in, argumentation,

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Sharon Balen, for example, mark Battersby.

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Um, and you have others who focus more on the character

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of the critical thinker and the kind of dispositions

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and perhaps virtues that those people might have, like,

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like, Jason Ba or

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or Harvey Siegel.

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And so we, we range across a, a quite a, a broad,

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a broad conceptualization when we

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talk about critical thinking.

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And my interest is in how you teach critical thinking.

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So I think we have to pay attention to all of those things.

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I think there's technical knowledge about critical

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thinking that we can teach.

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Um, I think there are some very important educational

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imperatives in teaching critical thinking,

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and I think we have to pay attention to the kind

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of characters, characteristics

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or if you like, trays that we develop,

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you might call them virtues, in critical thinkers.

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Um, those virtues of, of open-mindedness

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and curiosity,

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and so on, that we, we think about when we,

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when we imagine the paradigmatic critical thinker and,

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and all of those things count towards developing,

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good critical thinkers

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and also developing programs that will create them.

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Anybody who wants to, to speak about critical thinking

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and whether or not it can be taught.

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And bear in mind that my, my concern

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With cognitive load theory is its assertion

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that critical thinking can't be taught.

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Yeah. Uh, if you're going to make that comment,

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then you need to have a very clear definition

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of critical thinking to show that that can't be achieved.

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Um, but cognitive load theory is, is suspiciously silent on

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what critical thinking is apart from its proclamation

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that it's so-called biologically primary,

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and can't be taught.

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Now, there are a number of, of psychologists,

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and particularly educational psychologists who,

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well, perhaps not being, cognitive load theorists,

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in full bloom themselves, share some of those ideas.

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And these people buttress the claims

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of cognitive load theory with the assertion

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that it can't be taught.

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And these include people like the,

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psychologist Daniel Willingham,

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and of course, John Sweller,

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who developed the cognitive load theory is, is himself,

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an educational psychologist.

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And they, they, they have very, also very broad definitions,

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or very vague, I would say, definitions of

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what critical thinking is.

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It's a, it's a type of thinking or a kind of thinking,

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but without any specificity about what that is.

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It might be the kind of thinking that you employ in,

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in chess, but what kind of thinking is that?

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It's not very well articulated, developing strategies,

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but what kind of thinking is that?

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What kind of cognitive activities involved in doing of that?

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It's not well articulated.

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Um, and so the simple fact that it is not,

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well-defined means that assertions that it can't be taught

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are quite problematic.

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And certainly with Daniel Willingham, you'll get,

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you'll get claims like, or teaching students chess

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or music doesn't seem to translate into other areas.

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Well, fine, but why would it,

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because if you haven't defined what aspect

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of those skills you think are, are relevant, then how is it

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that they can be, emblematic

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of critical thinking?

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Um, so it really doesn't follow at all, that, that it,

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it can't be taught

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because it definitionally we haven't got anywhere near

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a good working understanding of what critical thinking is,

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or a way in which, we can give it sort of pedagogically

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or educational traction.

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The experimental problem in this context is linked to that,

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that if you, if you can't define it, then experiments

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that you have, which show that it,

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that you can't either can't teach it well,

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or you can't transfer it to other contexts,

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suffer from the same problems.

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Now, again, with Daniel Willingham, he,

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he makes a few assertions about, the transferability

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of teaching particular skills,

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and saying to students, look, this is a kind

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of formal argument structure

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or a formal logical structure,

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demonstrating in one context and seeing if students can

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recognize it another, and, and quite often they don't.

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They don't. And that's quite understandable.

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'cause we have lots of under, we have lots of, research

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that shows people without explicit attention

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to the logical structure don't translate them.

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Um, and,

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but if you do give explicit attention

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to the logical structure, then they do recognize it.

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So, you know, it's simply, accepting that or,

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or expecting that somebody, who's exposed to one kind

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of logical thinking would re would

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automatically recognize it.

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Another is problematic in two ways.

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One, that you have to practice this to get good at it.

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It's not something that just happens straight away.

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And two, if you don't articulate the life structure,

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then you have some significant issues with how it is

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that you want that to be the object of study

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and the object that you're trying to teach.

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Um, so there's a whole range

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of experimental problems that we, we have with it.

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And, and I think when it comes

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to cognitive load theory in particular, one of the, I think,

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problematic ideas is that a lot

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of the work done in cognitive load theory focuses on,

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areas like, geometry and mathematics,

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and very technical areas

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and the inferences that you make from that,

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and that people do indeed make, and,

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and you see that writ large in the policy

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of educational jurisdictions.

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Those implications

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and those inferences, ought not to be generalized across

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the more kinds of learning that come from

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that experimental data.

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So there's a number of ways in which this is

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particularly difficult.

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It also ignores a lot of evidence that shows

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that critical thinking can be taught,

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cognitive load theory.

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You know, and to be fair, like a lot

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of academic disciplines is a bit of a bubble.

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Um, and, you know, they've listened

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to each other, they, they cite each other.

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Um, but there's a lot of evidence

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that critical thinking at the way, at least,

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that most people are happy with it being defined,

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can indeed be taught.

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Um, and you know, an exemplar of that is, is,

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is would be the philosophy for children movement, which,

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shows significant cognitive gains in students who,

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who undergo, the kind of explicit instruction in,

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in thinking skills, that I'm talking about.

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And, topping and, topping

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and tricking, so I should say sorry, tricky

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and topping, have, have demonstrated that,

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that, cognitive gain over indeed years

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after the, interventions have stopped.

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So that's, it is pretty significant that we should do that.

14:25.935 --> 14:28.945
It's also a bit of a concern experimentally in there are,

14:28.945 --> 14:33.625
there are three types of, working memory that,

14:33.805 --> 14:37.225
cognitive load theorists speak of, that is

14:37.965 --> 14:42.585
the working memory that is, intrinsic to engaging

14:43.095 --> 14:46.225
with learning a particular idea or concept.

14:47.285 --> 14:49.865
Um, and that's, you know, inescapable, it's, you know,

14:50.435 --> 14:51.565
ideas can be difficult

14:51.565 --> 14:53.685
and we have to put some mental effort into that.

14:55.235 --> 14:58.845
There's, there's the extrinsic load,

14:59.185 --> 15:02.805
as they phrase it, the extraneous load, which

15:03.545 --> 15:06.725
can be a lot of unnecessary faff that comes with the problem

15:06.725 --> 15:09.205
that you could get rid of to make it simpler so

15:09.205 --> 15:12.085
that people can reserve their working memory

15:12.185 --> 15:13.605
for just engaging with the problem.

15:13.745 --> 15:16.405
But if you present things in a way that confuses people,

15:16.405 --> 15:18.005
they have to use a lot of their working memory

15:18.025 --> 15:19.885
to actually understand what's being asked of them

15:19.885 --> 15:21.125
before they actually get to the problem.

15:21.265 --> 15:24.125
So that's, that's quite, quite,

15:24.785 --> 15:26.285
quite an impediment.

15:27.065 --> 15:29.725
Um, and then there's what they call the germane load,

15:29.775 --> 15:33.725
which is the load that's necessary to engage with, to move

15:33.725 --> 15:34.885
that learning into,

15:35.025 --> 15:38.445
or that, that understanding into long-term memory to

15:39.005 --> 15:42.525
construct a kind of schematic representation of a sort

15:42.525 --> 15:44.725
of complex learning idea in which you understand

15:44.725 --> 15:45.805
how things hang together.

15:45.905 --> 15:47.325
And that involves some load.

15:47.425 --> 15:51.405
Now, the, the, the ontology of those three areas,

15:51.905 --> 15:53.005
you know, is in question.

15:53.505 --> 15:58.365
Um, and the ways in which we can experiment with them,

15:58.725 --> 16:00.485
I think, can be questioned.

16:00.545 --> 16:05.285
In fact, I'd go so far as to say that as,

16:05.465 --> 16:10.165
as DeJong does that, it's almost unfalsifiable,

16:10.875 --> 16:12.085
because, you know,

16:12.085 --> 16:14.725
you can definitionally shift what's going on experimentally

16:14.725 --> 16:17.885
to show your point ad hoc to any, any event.

16:18.185 --> 16:21.045
And that's a problem. And I think also, perhaps lastly,

16:21.045 --> 16:23.325
the notion of measuring cognitive loads itself

16:24.085 --> 16:25.085
a difficult idea.

16:25.495 --> 16:27.085
There are some ways to think about it,

16:27.085 --> 16:28.485
but I still think there's a lot of work

16:28.485 --> 16:29.645
to be done in those areas.

16:29.945 --> 16:33.005
So inferences from data conceptualization,

16:33.125 --> 16:34.645
I think there's a significant amount of problem.

16:34.945 --> 16:37.325
That's before we even get to the, to the assertion

16:37.325 --> 16:38.325
that is unsupported,

16:38.635 --> 16:41.485
that critical thinking is so-called biologically primary.

16:41.755 --> 16:45.565
Well, John swallow himself, the, the originator of, of,

16:45.675 --> 16:49.565
cognitive load theory has, has said that inquiry ought

16:49.565 --> 16:51.285
to be used only when information is not

16:51.285 --> 16:52.485
available to students.

16:53.505 --> 16:56.085
Um, so therefore the, the, the instructor doesn't know it.

16:56.985 --> 17:00.325
And I think that's very difficult to, to,

17:00.665 --> 17:02.085
justify.

17:02.665 --> 17:04.205
And the reason I think that is

17:04.205 --> 17:08.685
because one of our key goals in developing critical thinkers

17:09.465 --> 17:12.965
has to be to teach students about the means of production,

17:12.965 --> 17:15.325
of knowledge, and the means of production

17:15.325 --> 17:16.485
of knowledge is inquiry.

17:17.505 --> 17:20.285
And that means certain kinds of thinking that have to go on.

17:20.985 --> 17:22.725
Um, and so they have to practice that.

17:22.835 --> 17:24.005
They have to get good at it.

17:24.345 --> 17:28.205
And if we simply don't give them opportunities to practice

17:28.205 --> 17:30.885
that, then we're, we're cutting them off from

17:30.885 --> 17:32.765
that valuable learning experience, which is

17:32.765 --> 17:33.965
how you develop new knowledge.

17:35.145 --> 17:39.645
Um, and so inquiry has a very,

17:40.185 --> 17:43.715
it's very low down on the order

17:43.715 --> 17:45.395
of priorities in cognitive low theory.

17:46.335 --> 17:47.695
'cause the assumption is if we just know

17:47.695 --> 17:48.855
and tell students or tell

17:48.855 --> 17:51.565
Them in a way that optimizes their use

17:51.565 --> 17:53.045
of working memory, then we've done the job.

17:53.145 --> 17:56.805
But we, we, we, in doing so, ignore all those other

17:57.315 --> 18:00.325
significant skills, such as critical and creative thinking

18:00.945 --> 18:04.605
and the skills of collaboration, of problematizing,

18:04.605 --> 18:07.605
something, understanding the nature of a problem.

18:07.605 --> 18:10.565
That's an enormously important and useful skill,

18:10.625 --> 18:13.325
and one that we need to get, get better at,

18:13.325 --> 18:14.685
across all our discipline areas,

18:14.785 --> 18:16.645
and particularly considering some

18:16.645 --> 18:18.085
of the problems that we face today.

18:18.705 --> 18:22.975
Um, and so, so just not giving students opportunities

18:23.075 --> 18:24.455
to understand inquiry

18:25.275 --> 18:27.535
and indeed to understand the schematic nature

18:27.535 --> 18:28.535
of inquiry itself.

18:28.535 --> 18:29.775
There's much to be learned

18:29.835 --> 18:32.655
and explicitly taught, I might add, about

18:32.675 --> 18:34.335
how inquiry can proceed.

18:34.905 --> 18:38.415
There are key critical questions that can be taught

18:38.435 --> 18:40.855
to students based on the kind of arguments that you are

18:41.575 --> 18:42.855
prosecuting these,

18:43.225 --> 18:45.015
based on the work of Alton and others.

18:45.795 --> 18:50.415
Um, and it's, it's, it's important that students develop

18:50.415 --> 18:52.255
that schematic understanding of inquiry so

18:52.255 --> 18:54.255
that they can move forward in uncertainty

18:54.675 --> 18:56.375
and have a tolerance for ambiguity.

18:56.375 --> 18:59.865
For this is how we measure,

18:59.865 --> 19:01.785
intelligence and, and success.

19:01.785 --> 19:03.985
It's, it's moving forward in an uncertain

19:03.985 --> 19:05.225
world, not a certain world.

19:05.685 --> 19:08.545
And so we need to develop these skills in students at every

19:08.545 --> 19:10.145
opportunity,

19:10.535 --> 19:13.665
because without them, we're gonna have, we're going

19:13.665 --> 19:15.665
to have students who simply are looking for people

19:16.045 --> 19:17.985
to give them the answers to the problems they have.

19:18.565 --> 19:23.265
Um, and there is rigor in inquiry, and in and in

19:23.265 --> 19:24.785
and in developing good thinking skills.

19:24.785 --> 19:28.305
And I would argue that there is rigor in content only in

19:28.325 --> 19:30.745
as much as it requires good

19:30.745 --> 19:32.105
thinking skills and good inquiry.

19:32.565 --> 19:36.265
So sidelining inquiry, I think is a, is a very,

19:36.815 --> 19:38.905
very big problem with cognitive load theory.

19:39.005 --> 19:40.265
In cognitive load theory.

19:40.685 --> 19:43.825
The, the focus is on

19:44.375 --> 19:46.665
understanding working memory requirements

19:46.665 --> 19:47.745
during the learning process.

19:48.365 --> 19:50.065
And that's not a trivial consideration.

19:50.085 --> 19:52.825
And I think it's a justified area of focus.

19:52.985 --> 19:54.705
I think it does matter that we do that.

19:55.525 --> 19:59.745
Um, but we can't see that, we can't see instructional design

20:00.685 --> 20:04.505
as the only pedagogical imperative of cognitive load theory.

20:05.255 --> 20:09.035
Um, and that means that we have to understand

20:09.035 --> 20:10.435
that students themselves have

20:10.435 --> 20:12.835
to have agency over their learning.

20:13.615 --> 20:16.555
And this is linked to some of the other ideas

20:16.555 --> 20:19.275
that I've been talking about, like inquiry, for example,

20:19.895 --> 20:23.275
and developing characteristics within students such

20:23.275 --> 20:26.435
as resilience and tolerance of ambiguity and,

20:26.535 --> 20:30.875
and, persistence, that come from moving

20:30.875 --> 20:34.035
through uncertainty, through inquiry.

20:35.265 --> 20:37.365
And if you ignore those things, you then,

20:37.365 --> 20:40.325
you don't develop the kind of agency you need in students

20:40.865 --> 20:43.555
to be in charge of their own learning,

20:43.695 --> 20:45.435
and to experience success in their own

20:45.635 --> 20:46.795
learning. If they see their

20:47.125 --> 20:50.245
Learning, if indeed their learning is simply a function

20:50.245 --> 20:54.125
of the quality of instructional design, then, you know,

20:54.755 --> 20:57.965
what role do they play in their role in learning what kind

20:57.965 --> 20:59.165
of self-regulation

20:59.745 --> 21:02.765
and metacognitive activity could they engage with,

21:02.985 --> 21:06.245
beyond simply understanding working memory,

21:06.435 --> 21:08.045
that could be important to their own

21:08.925 --> 21:10.485
learning and development.

21:11.505 --> 21:15.365
Um, and in that case, I think the problem here is that

21:16.615 --> 21:19.695
students almost seem irrelevant to the process of learning.

21:19.755 --> 21:22.495
As long as you get the instructional design right, then

21:23.555 --> 21:25.175
that's the only thing that matters.

21:25.235 --> 21:26.415
But every student is different.

21:26.435 --> 21:28.815
And you know, this is the problem with a lot of areas

21:28.925 --> 21:32.335
that focus on, on cognitive architecture and,

21:33.075 --> 21:34.855
and say the neuroscience of learning,

21:34.995 --> 21:36.815
and these are all important ideas.

21:37.055 --> 21:38.855
I, I must add, I don't, not dismissing them,

21:39.355 --> 21:43.055
but when we talk about brains, we're talking about

21:43.135 --> 21:44.615
that which all students have in

21:44.615 --> 21:46.095
common, and we should know that.

21:47.435 --> 21:51.015
But when we talk about minds, we're talking about

21:51.365 --> 21:53.015
that which is unique to all students.

21:53.675 --> 21:56.255
And engaging with a student's mind is a very different

21:56.255 --> 21:58.175
process from engaging with their brains in their

21:58.175 --> 21:59.255
cognitive requirements.

21:59.875 --> 22:02.895
So we need to work with them so they understand themselves

22:02.915 --> 22:04.215
as agents of their own learning,

22:04.235 --> 22:06.135
and we have to engage with their minds.

22:07.035 --> 22:08.855
And that's not really something

22:08.855 --> 22:11.495
that's wr large in cognitive load theory,

22:11.955 --> 22:14.335
or which is a clear pedagogical

22:14.335 --> 22:15.815
imperative from its assumptions.

22:15.995 --> 22:19.295
So in conclusion is not that I necessarily disagree

22:19.295 --> 22:21.775
with a lot of the assumptions of cognitive load theory,

22:22.055 --> 22:24.935
I do appreciate that schematic understanding has

22:24.935 --> 22:27.575
to be developed and that working memory is a

22:27.575 --> 22:29.055
significant issue to deal with.

22:29.395 --> 22:34.335
Um, what concerns me is the claims made within cognitive

22:34.335 --> 22:37.655
load theory and in similar educational psychology circles

22:38.125 --> 22:40.135
that critical thinking can't be taught.

22:41.095 --> 22:44.475
Um, and I don't think

22:44.475 --> 22:46.155
that's true if you accept

22:46.815 --> 22:49.835
how most people understand about critical thinking is,

22:50.205 --> 22:52.315
which is that we are concerned with the quality

22:52.615 --> 22:53.875
of the decisions that we make

22:53.875 --> 22:55.395
and the processes that we go through.

22:55.895 --> 22:57.835
And there is a very long literature

22:57.835 --> 23:01.235
and a very deep literature about that issue.

23:01.855 --> 23:05.355
Um, how do we understand good reasoning, what makes

23:05.455 --> 23:08.515
for a good argument and why do we think

23:08.515 --> 23:10.795
that some reasons should matter to some people and others?

23:11.535 --> 23:15.315
Um, how do we, how do we select from a variety of reasons,

23:16.455 --> 23:19.395
those that we think best prosecute our case?

23:19.395 --> 23:20.955
And why do we think that's important?

23:21.215 --> 23:24.635
All of these things go back, thousands

23:24.635 --> 23:26.795
of years in philosophy,

23:27.695 --> 23:30.435
and a very long time in psychology and,

23:30.435 --> 23:34.915
and you know, much less time in, in, cognitive science

23:35.015 --> 23:38.075
and neuroscience very briefly, if at all, in neuroscience.

23:38.735 --> 23:41.395
Um, but it also goes back a very long time in education

23:42.285 --> 23:46.285
and a lot of the things that we learn from neuroscience and,

23:46.505 --> 23:48.885
and, and from cognitive load theory, a lot

23:48.885 --> 23:50.925
of the claims about what makes for good teaching, like,

23:50.925 --> 23:55.295
don't overload students', brains or minds if you like.

23:55.345 --> 23:58.575
Don't overload them with information, step them through

23:58.715 --> 24:00.295
and be explicit where you can,

24:00.665 --> 24:02.055
we've known this for centuries.

24:02.955 --> 24:05.775
Uh, you know, so I don't think cognitive low theory at this

24:05.775 --> 24:08.695
point can offer a lot of work that's revolutionary.

24:08.695 --> 24:10.775
It can give us some ideas about why some things

24:10.775 --> 24:13.695
that we know work, work, in some ways.

24:14.395 --> 24:18.975
But we, it, its problem is that with that comes a couple

24:18.995 --> 24:21.055
of strong assertions about critical thinking,

24:21.055 --> 24:22.735
which I think are unjustified.

24:23.515 --> 24:25.655
And I actually think in the context

24:26.035 --> 24:28.335
of educational instruction, it runs the risk

24:28.335 --> 24:29.575
of doing more harm than good.

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