A creed for the 21st century — but how do you teach it?

David Gonski’s endorsement of so-called 21st-century skills has been welcomed by educators.

Paul Browning, principal of St Paul’s School in North Brisbane.

David Gonski’s endorsement of so-called 21st-century skills, such as critical thinking, creativity and social skills, has been welcomed by educators.

“We’re happy to see policy finally catch up to what we’ve been saying for years; that 21st-century skills are crucial,” said Paul Browning, principal of St Paul’s School in North Brisbane, which has integrated different ways of thinking — including creativity, entrepreneurship, learning to ask better questions, sustainability and ethics, and design — into its curriculum.

However, opinion is divided on whether these skills can be taught effectively in class, whether doing so is the best use of a teacher’s time, and whether the skills can translate from subject to subject.

To teach critical thinking, for example, a teacher might encourage students to analyse or interpret information to form an argument, solve a problem or reach a conclusion. The environment is typically collaborative, students have significant control over their learning, and questioning of sources is encouraged.

However, educational psychologists, such as University of NSW professor John Sweller, question the role of such teaching practices. Professor Sweller believes non-instinctive knowledge is best taught explicitly by others, and inquiry-based learning puts a heavy load on a students’ working memory with no discernible advantage.

The Grattan Institute’s Peter Goss says it is not yet known how to teach such general capabilities systematically.

And while the panel has recommended a structured approach to teaching and measuring such skills, it acknowledges it is not clear how to do so. “While there is a significant body of evidence on how literacy and numeracy develop, additional work will be needed to support the development of the progressions in other areas of the curriculum,” the report said.

Mr Gonski defended the focus, saying the general capabilities should be blended into the curriculum.

“I don’t agree with the condemnation of critical thinking, that it is to the detriment of the subject — you learn the subject first,” he said.