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Affect, Cognition and Criticality: Some Educational Theory for University Teachers and for Educational Developers

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Higher Education for Sustainable Development

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Abstract

Describing some educational theory on learning outcomes. This chapter explains cognitive learning and affective learning and explains how these outcomes can interact with one another. The chapter describes the nature of critical thinking, critical reflection and ethical reasoning and emphasises the cognitive and affective nature of these as learning outcomes. Chapter 4 in essence is designed to help those who advocate for sustainability to understand what they are teaching; it may also help those who do not advocate for sustainability to understand that what they are teaching may not be exactly what their students are learning; and it will help both groups to understand the importance of university students being able to understand, and critically reflect on, what it is they are being taught.

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Author information

Authors and Affiliations

  1. University of Otago, New Zealand

    Kerry Shephard (Professor of Higher Education Development)

Authors
  1. Kerry Shephard
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© 2015 Kerry Shephard

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Shephard, K. (2015). Affect, Cognition and Criticality: Some Educational Theory for University Teachers and for Educational Developers. In: Higher Education for Sustainable Development. Palgrave Pivot, London. https://doi.org/10.1057/9781137548412_5

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