In the same way that teaching knowledge devoid of any platform for students to discuss, explore and develop that knowledge makes no sense, the teaching of standalone, decontextualised general skills is a questionable practice at best.
It’s enduring appeal is probably in the fact that the concept seems so intuitively right yet when the evidence is appraised we find their justification weak.
To those advocates of the ubiquitous critical thinking skills we might risk the question: “but what are they going to think with?” As Dan Willingham reminds us “thought processes are intertwined with what is being thought about.”
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