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Associate Professor Clinton Golding

Clinton GoldingMA(Hons) (Auckland), DipProfEthics (Auckland), PhD (Melbourne)

Email: clinton.golding@otago.ac.nz

About Clinton

I offer support and development for teachers and supervisors, especially for planning, evaluating and improving teaching, and teaching awards. I also offer support for postgraduate thesis students, with a special focus on structure, critical thinking, interdisciplinary research, engaging with the literature, productive writing, and planning for academic careers.

I have taught in a range of tertiary faculties including Medicine, Business, Education, Arts and Land & Environments (which includes Engineering and Architecture). Based on my expertise as an educator and facilitator, I have won several local, national and international teaching awards in Australia and New Zealand, and have been invited to develop numerous partnerships and consultancies in Australia, New Zealand and Singapore with educational, corporate, cultural and government organisations, especially in the areas of thinking, ethics and leadership.

Prior to my 2011 appointment to HEDC at the University of Otago, I was a senior lecturer at the University of Melbourne, Graduate School of Education from 2004-2010.

Go to my website clintongolding.com for a list of all my publications, including downloadable articles and chapters and videos of some of my presentations.  You can also read my blog 'Thinking about Teaching'.

Teaching

HEDU501 Critical reflection on higher education

Postgraduate workshops and consultations
Thesis writing, Engaging with the literature, The research journey, Structuring a thesis, Critical thinking, Examiner practices: What thesis students need to know; and Preparing for academic careers.

Staff workshops and consultations
Reinvigorating your teaching; Planning your teaching; Cultivating thinking and clinical reasoning; Inquiry learning; Assessing thinking; Quality supervision.

Teaching awards

  • 2016 University of Otago Award for Excellence in Teaching
  • 2011 Australian Teaching Excellence Award
  • 2011 University of Melbourne Citation for outstanding contributions to building Graduate Attributes: Building knowledge across disciplines
  • 2010 Australian citation for outstanding contribution to student learning
  • 2009 University of Melbourne Barbara Falk Teaching Excellence Award
  • 2008 Melbourne Graduate School of Education, Teaching Excellence Award

Research Interests

My research takes a philosophical interdisciplinary approach to issues of teaching, learning and research. My research specialisms include education for thinking, educational theory and philosophy of education, teaching and learning methods, philosophical education, teacher support and development, and the nature of disciplinary and interdisciplinary teaching and research.  See my publications for more specific examples.

Supervision

I welcome proposals from suitable candidates from any discipline and who are interested in educational theory or who want to research education for thinking - for example, clinical reasoning, thinking like a teacher, inquiry or critical thinking. I am also open to supervise postgraduates in any area related to my research interests.

Current students

  • Salmah Kassim - PhD, The impact of international experiences on women's career development
  • Swee Kin Loke - PhD, Developing a more plausible theory of learning in virtual worlds
  • Carla Thomson - PhD, Reflective practice in professional learning
  • Kim Brown - PhD, Peer learning for postgraduate research students
  • Mary Furnari - PhD, A Case Study of Medical Students’ Reflective Thinking in Online Discussion Forums
  • Joy Rudland - PhD, Eustress in Medical Education
  • Stu Hayes - PhD, Tourism Education

Past students

  • Rebecca McDiarmid - MHEd (2016) Exploring the development of reflective writing in student nurses
  • Rebecca Fraser - MClinEd (2016) Teaching Psychiatric formulation: Making explicit the clinical reasoning used by psychiatrists
  • Althea (Alfie) Blakey - PhD (2016) Cultivating student thinking and values in medical education: What teachers do, how they do it, and who they are
  • Sharon Sharmini - PhD (2015) Assessing publication-based theses
  • Lai Kuen Chong - PhD (2013) How Are Teachers’ Pedagogic Practices and Students’ Learning Influenced by What They Know about Teaching for Metacognition?
  • Barbara Munro - MEd (2012) Developing thinkers in English for Academic Purposes
  • Paul Nugent - MEd (2009) Interpreting Thinking Routines
  • Selena Prior - MEd (2008) Multidimensional Thinking
  • Augustine Goh - MEd (2005) The role of critical thinking in social studies assessment
  • Cynthia Lim - MEd (2005) Teaching for Transfer in a Thinking Curriculum: perspectives of legal educators

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Publications

Golding, C. (2017). Reasonableness instead of rationality. In S. Naji & R. Hashim (Eds.), History, theory and practice of philosophy for children: International perspectives. (pp. 102-106). Abingdon, UK: Routledge. doi: 10.4324/9781315208732

Golding, C. (2017). Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In M. R. Gregory, J. Haynes & K. Murris (Eds.), The Routledge international handbook of philosophy for children. (pp. 65-73). Abingdon, UK: Routledge.

Golding, C. (2017). For example? A philosophical case study of some problems when abstract educational theory ignores concrete practice. Journal of Philosophy of Education. Advance online publication. doi: 10.1111/1467-9752.12236

Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1), 46-60. doi: 10.1080/23265507.2017.1300862

Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). How do we foreground students’ voices to inform good practice (or curriculum change)? Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Authored Book - Research

Golding, C. (2009). Integrating the disciplines: Successful interdisciplinary subjects. Melbourne, Australia: Centre for the Study of Higher Education, University of Melbourne, 26p.

Golding, C. (2006). Thinking with rich concepts. Melbourne, Australia: Hawker Brownlow Education, 80p.

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Chapter in Book - Research

Golding, C. (2017). Reasonableness instead of rationality. In S. Naji & R. Hashim (Eds.), History, theory and practice of philosophy for children: International perspectives. (pp. 102-106). Abingdon, UK: Routledge. doi: 10.4324/9781315208732

Golding, C. (2017). Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In M. R. Gregory, J. Haynes & K. Murris (Eds.), The Routledge international handbook of philosophy for children. (pp. 65-73). Abingdon, UK: Routledge.

Golding, C. (2012). An interdisciplinary approach. In H. Bender (Ed.), Reshaping environments: An interdisciplinary approach to sustainability in a complex world. (pp. 256-274). New York, NY: Cambridge University Press.

Golding, C., & Baik, C. (2012). Interdisciplinary assessment. In L. Clouder, C. Broughan, S. Jewell & G. Steventon (Eds.), Improving student engagement and development through assessment: Theory and practice in higher education. (pp. 138-149). Abingdon, UK: Routledge.

Golding, C. (2010). What philosophical practices are conducive for philosophy education for democracy? In D. R. J. Macer & S. Saad-Zoy (Eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights. (pp. 93-106). Bangkok, Thailand: UNESCO.

Golding, C. (2008). Philosophical questions: Their nature and function. In C. Tan (Ed.), Philosophical reflections for educators. (pp. 193-201). Singapore: Cengage Learning Asia.

Golding, C. (2007). Lynne Hinton: Leadership as inquiry. In P. Duignan & D. Gurr (Eds.), Leading Australia's schools. (pp. 5-12). Winmalee, Australia: Australian Council for Educational Leaders.

Golding, C. (2005). Creating a thinking school. In S. Wilks (Ed.), Designing a thinking curriculum. (Revised ed.) (pp. 29-41). Melbourne, Australia: ACER Press.

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Journal - Research Article

Golding, C. (2017). For example? A philosophical case study of some problems when abstract educational theory ignores concrete practice. Journal of Philosophy of Education. Advance online publication. doi: 10.1111/1467-9752.12236

Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1), 46-60. doi: 10.1080/23265507.2017.1300862

Golding, C., & Adam, L. (2016). Evaluate to improve: Useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41(1), 1-14. doi: 10.1080/02602938.2014.976810

Loke, S.-K., & Golding, C. (2016). How to do things with mouse clicks: Applying Austin’s speech act theory to explain learning in virtual worlds. Educational Philosophy & Theory, 48(11), 1168-1180. doi: 10.1080/00131857.2016.1138394

Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Can you increase teacher engagement with evaluation simply by improving the evaluation system? Assessment & Evaluation in Higher Education, 41(2), 286-300. doi: 10.1080/02602938.2015.1007838

Golding, C., Adam, L., Scott, C., Acheson, C., Johnson, K., Brook, P., McLean, A., Smith, N., … Hunter, C., & Kumar, V. (2015). Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors. ATLAANZ Journal, 1.

Sharmini, S., Spronken-Smith, R., Golding, C., & Harland, T. (2015). Assessing the doctoral thesis when it includes published work. Assessment & Evaluation in Higher Education, 40(1), 89-102. doi: 10.1080/02602938.2014.888535

Golding, C. (2015). The Community of Inquiry: Blending philosophical and empirical research. Studies in Philosophy & Education, 34(2), 205-216. doi: 10.1007/s11217-014-9420-9

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19(6), 671-684. doi: 10.1080/13562517.2014.901958

Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: An action research project with allied health clinical educators. BMC Medical Education, 14(20). doi: 10.1186/1472-6920-14-20

Golding, C. (2014). A handy account of philosophy in schools. Journal of Philosophy in Schools, 1(1), 68-88.

Golding, C. (2014). The educational design of textbooks: A text for being interdisciplinary. Higher Education Research & Development, 33(5), 921-934. doi: 10.1080/07294360.2014.890573

Golding, C., Sharmini, S., & Lazarovitch, A. (2014). What examiners do: What thesis students should know. Assessment & Evaluation in Higher Education, 39(5), 563-576. doi: 10.1080/02602938.2013.859230

Golding, C. (2013). We made progress: Collective epistemic progress in dialogue without consensus. Journal of Philosophy of Education, 47(3), 423-440. doi: 10.1111/1467-9752.12010

Delany, C., Golding, C., & Bialocerkowski, A. (2013). Teaching for thinking in clinical education: Making explicit the thinking involved in allied health clinical reasoning. Focus on Health Professional Education, 14(2), 44-56.

Golding, C. (2013). The teacher as guide: A conception of the inquiry teacher. Educational Philosophy & Theory, 45(1), 91-110. doi: 10.1080/00131857.2012.715387

Golding, C. (2012). Epistemic progress: A construct for understanding and evaluating inquiry. Educational Theory, 62(6), 677-693. doi: 10.1111/edth.12004

Golding, C., Gurr, D., & Hinton, L. (2012). Leadership for creating a thinking school at Buranda State School. Leading & Managing, 18(1), 91-106.

Golding, C. (2011). A conception of philosophical progress. Essays in Philosophy, 12(2), 200-223.

Golding, C. (2011). The many faces of constructivist discussion. Educational Philosophy & Theory, 43(5), 467-483.

Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370. doi: 10.1080/07294360.2010.499144

Golding, C. (2010/2011). Positioning interdisciplinary graduate research (or, how to avoid painful misunderstandings with your supervisors and examiners). Traffic, 12, 17-37.

Golding, C. (2009). “That's a better idea!”: Philosophical progress in Philosophy for Children. Childhood & Philosophy, 5(10), 223-269.

Golding, C. (2009). Epistemic positions and Philosophy for Children. Farhang, (69), 83-115.

Golding, C. (2009). Making sense. Educational Philosophy & Theory, 41(7), 814-817. doi: 10.1111/j.1469-5812.2009.00588.x

Golding, C. (2007). Types of philosophical questions. Critical & Creative Thinking, 15(1), 36-48.

Golding, C. (2006). What is Philosophy in Schools? Critical & Creative Thinking, 14(1), 1-19.

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Journal - Research Other

Golding, C. (2014). Blinkered conceptions of academic development. International Journal for Academic Development, 19(2), 150-152. doi: 10.1080/1360144X.2013.855935

Golding, C. (2013). Must we gather data? A place for the philosophical study of higher education. Higher Education Research & Development, 32(1), 152-155. doi: 10.1080/07294360.2012.744712

Golding, C. (2011). Educating philosophically: The educational theory of Philosophy for Children. Educational Philosophy & Theory, 43(5), 413-414. doi: 10.1111/j.1469-5812.2010.00741.x

Golding, C. (2011). [Review of the book Values in higher education teaching]. International Journal for Academic Development, 16(2), 179-181. doi: 10.1080/1360144X.2011.568752

Golding, C. (2009). Ross Phillips' Logic Game. Critical & Creative Thinking, 17(1), 15-24.

Golding, C. (2009). [Review of the book A life teaching thinking]. Critical & Creative Thinking, 17(2), 165-166.

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Conference Contribution - Published proceedings: Full paper

Golding, C. (2010). "We made progress": Progress in dialogue across difference, where the difference remains. In S. Howard (Ed.), Proceedings of the Australian Association for Research in Education (AARE) Education Research Conference: Making a Difference. Retrieved from http://aare.edu.au/10pap/abs10.htm#G

Golding, C. (2010). Interdisciplinary processes: Constructing a text-book for educating for interdisciplinarity. In S. Howard (Ed.), Proceedings of the Australian Association for Research in Education (AARE) Education Research Conference: Making a Difference. Retrieved from http://aare.edu.au/10pap/abs10.htm#G

Golding, C. (2007). Pragmatism, constructivism and Socratic objectivity: The pragmatist epistemic aim of Philosophy for Children. Proceedings of the Philosophy of Education Society of Australasia (PESA) Annual Conference. Retrieved from http://www.pesa.org.au/index.php?page=./abstract07.html

Golding, C. (2006). The nature of philosophical questions. Proceedings of the 35th Philosophy of Education Society of Australasia (PESA): Politics, Business and Education Annual Conference: The Aims of Education in the Twenty-First Century. Retrieved from http://www.pesa.org.au/index.php?page=./conference.html

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Conference Contribution - Published proceedings: Abstract

Wass, R., Anderson, V., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). How do we foreground students’ voices to inform good practice (or curriculum change)? Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Anderson, V., Wass, R., Rangi, A., Eteuati, E., Golding, C., & Rabello, R. (2017). Reframing ‘curriculum transformation’ through attention to university students’ conceptions of good teaching. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

Adam, L., & Golding, C. (2017). An improvement approach: How can we use student evaluations to improve teaching? Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org

More publications...