Abstract
The creative process inherently utilises critical thinking, reflective practice and problem-solving skills, but students can struggle with the mental effort required to engage in critical thinking. This paper examines this phenomenon through a critical reflection as a case study, utilising the Integrated reflective cycle method to engage both in reflective practice and theory. Through the reflection on in-class experiences, errors in the students’ inductive reasoning and a tendency for them to shortcut mental challenges with experiential heuristics were identified, with students appearing to seek cognitive ease over critical metacognition. This paper then proposes utilising an inductive reasoning-led pedagogy, with a problem-first-centred approach, promoting critical thinking as an active step within knowledge acquisition.
Recommended Citation
O'Connell, Stephen
(2026)
"The Ambiguity of Truth: Exploring Inductive Reasoning and Pedagogy in Creative Practice Through Critical Reflection,"
Imaginings: creative practice and inquiry: Vol. 2:
Iss.
1, Article 2.
Available at:
https://creo.sae.edu.au/imaginings/vol2/iss1/2