Edinburgh Napier University

  In this conceptual paper I present an argument from a critical theoretical perspective that it is the role of all universities to enable students’ criticality development. Considering criticality development as ‘critical being’, I argue that higher education needs to focus less on what students know and more on how they can enact the knowledge, skills and competencies they develop, and their critical engagement with the world they inhabit. To do this, I suggest reframing curriculum with an ontological focus to consider students’ development in domains beyond knowledge promoting their critical engagement with themselves, others and the world through active learning. I outline a framework that promotes students’ holistic development moving from ‘knowing’, through ‘becoming’, to ‘being’ emphasising dialogue, peer diversity and the exchange of differing perspectives in learning and teaching – what I term ‘contexts of difference’ – to stimulate criticality towards transformatory critique.