On critical thinking and content knowledge: A critique of the assumptions of cognitive load theory

How critical thinking is understood has a logical impact on pedagogy and curriculum design in education. If seen as complex mix of knowledge, skills dispositions that can be articulated made an object study themselves, then there scope for intentional explicit targeting such things. If, however, general skill more or less impermeable to pedagogical influence best realised through the development content focus developing misplaced potentially distracting. The latter view cognitive load theory (CLT), theoretical framing learning gained traction education including with practitioners. This paper will explore some assumptions CLT show they are either (1) error, (2) vaguely confusingly expressed and/or (3) conclusions drawn within often errors inference. Moreover, I point out important educational research weakens claims not engaged addressed.