Abstract

This paper discusses the use of collaborative inquiry approaches to promote critical thinking and ‘deep’ learning across different subject domains and at different educational stages. The content of this paper follows on from a four-year evaluation of the Thinking through Philosophy project that took place in a number of schools in Scotland. Although the original research focused on developing thinking in young students (aged 10 to 12 years), the project subsequently widened the targeted age range both down to younger pre-school students (aged 4 years) and upward to pre-Higher Education students (aged 16 years). The author argues that interactive thinking and learning processes, as exemplified by ‘collaborative inquiry,’ appear equally relevant to students of different ages andstages including those studying higher education courses. The paper starts with an overview of the Clackmannanshire research before considering the application of inquiry-based approaches across a wide range of subject disciplines and educational stages, including higher education.