摘要：It is commonly accepted in the academy that developing a critical thinking
capacity and related capabilities will make students more effective thinkers and writers,
and that these are desirable traits for graduates to have no matter what path they take
after graduation. While most academics agree that critical thinking is an essential
component of university education, they are less clear about what constitutes critical
thinking and how it is, or can be, incorporated within their own teaching and assessment
practices without displacing disciplinary content (Moore, 2011). This article discusses
how the Shared Inquiry (SI) discussion method can be deployed to teach disciplinary
content and critical thinking simultaneously. Qualitative evidence from the method’s
application in a Screen & Media Studies subject taught at Flinders University, South
Australia, is presented to demonstrate the benefits of SI in developing critical thinking
among undergraduate student cohorts.
