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What is Meaning Making Structure

Chapter 9
Handbook of Research on Advancing Critical Thinking in Higher Education
A structure comprised of the cognitive, interpersonal, and intrapersonal dimensions of development that an individual uses to make sense of their experience through a subject object balance on a continuum that develops from simple to complex.
Published in Chapter:
Developing Meaning-Making to Promote Critical Thinking
Sarah E. Schoper (Western Illinois University, USA) and Craig E. Wagner (Buena Vista University, USA)
Copyright: © 2015 |Pages: 23
DOI: 10.4018/978-1-4666-8411-9.ch009
Abstract
Promoting critical thinking is a demand today's teachers are asked to meet (Association of American Colleges and University [AAC&U], 2005; Hart Research Associates, 2013), yet doing so requires that teachers themselves are critical thinkers. In order to critically think, teachers must have the capacity to make meaning complexly. Making meaning complexly allows for individuals to consider experiences from multiple perspectives and make responsible, ethical decisions for the common good. In other words, complex meaning making allows for critical thinking. Thus, a method for promoting critical thinking is to develop complexity in how meaning is made, and one way to do so is to implement the learning partnerships model (Baxter Magolda, 2004). This chapter explores using the learning partnerships model in the classroom to engage in the development of how one makes meaning, so as to develop critical thinking.
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