Demands and design principles of a “heterodox” didactics for promoting critical thinking in higher education

Abstract Following on from the already wide-ranging academic discussion about fostering critical thinking in students as an important component of a university’s educational mission, this paper takes particular look at didactic principles for thinking. We begin with reception Abrami et al.’s (2015) comprehensive meta-study higher education interventions that are successful promoting It becomes apparent understanding criticism, which we refer to “conventional” has been used throughout. However, there alternative designs critique and therefore subsequently explain is oriented toward poststructuralist thought referred “deconstructive”. Didactic can be called “heterodox” presented, suitable promote ability light poststructuralist-inspired concept critique. These not only theoretically negotiated, but also vividly explained by means concrete intervention university teaching. The article concludes reflections connection promotion gives impulses further development teaching-learning arrangements.