Date of Award

5-28-2025

Publication Type

Dissertation

Degree Name

Ph.D.

Department

Philosophy

Keywords

complexity; inference; learning environments; teaching

Supervisor

Erika Kustra

Rights

info:eu-repo/semantics/openAccess

Abstract

This dissertation reconceptualizes critical thought as an emergent phenomenon within a complex adaptive system of inference. Highlighting the dynamic, self-organizing nature of human reasoning provides the foundation for introducing the concept of inferential criticality and describing the associated activity of critical inference. Rather than treating critical thinking as a fixed set of cognitive skills and dispositions, this research argues that it is best understood as an adaptive process that unfolds within uncertain and evolving epistemic environments. Drawing from research on active inference and complexity science, the study frames inference as a continuous process of belief updating in which individuals navigate between differentiation and integration of information to optimize their engagement with the world. The dissertation is structured to build toward this reconceptualization. Chapters 1 and 2 establish the research context, outline the problem, articulate key questions, and detail the methodology. Chapter 3 presents a literature review on critical thinking and a phenomenographic analysis of its dominant conceptions, revealing a prevailing emphasis on logic and argumentation while also identifying alternative perspectives and critiques. Chapter 4 introduces inferential criticality as an engineered concept, arguing that inference operates as a dynamic, self-organizing system wherein criticality emerges at phase transitions—sudden shifts in system behaviour that enable adaptive and evolving inferential activity in response to an ever-changing world. A conceptual model is proposed for engaging in and observing critical inference across diverse contexts. Chapter 5 examines the pedagogical implications of this framework, slightly adapting the model from Chapter 4 to illustrate its applicability across academic disciplines. This proposed framework is then juxtaposed with a thematic analysis of syllabi from 15 undergraduate critical thinking courses across Canada, exploring how critical thinking is commonly understood, taught, and assessed. The findings reveal a strong emphasis on argument evaluation and a significant reliance on exams, tests, and quizzes as assessment methods. Chapter 6 integrates these findings, discusses broader implications, identifies limitations, and offers recommendations for future research and practice. This work challenges static, skill-based models of critical thinking, advocating for a framework grounded in active inference and self-organized criticality (SOC). Theoretical and pedagogical implications suggest that learning environments should prioritize strategies focusing on iterative differentiation and integration, contextual adaptability, and dynamic assessments that balance structure and flexibility. By integrating insights from philosophy, neuroscience, and the Scholarship of Teaching and Learning, this dissertation advances an interdisciplinary approach to understanding critical inference as a complex, embodied, and evolving process—reshaping how we conceptualize reasoning, learning, and intelligent problem-solving in classrooms and beyond.

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