Franziska Trede and Celina McEwen have contributed their insights into the contemporary understandings of higher education worldwide in this … "landmark collection of perspectives on theory and practice from key thinkers and practitioners" (Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia).
Trede and McEwen take to task education that fails to promote the kind of criticality that genuine learning for future practice requires. They argue that present practices of workplace learning and supervised work placements foster a culture of compliance, a readiness to accept and prepare oneself for professional "competence frameworks." Read more
Their chapter is titled Critical thinking for future practice: Learning to question and appears in The Palgrave Handbook of Critical Thinking in Higher Education (2015), edited by M. Davies and R. Barnett.