Peter Ford was Senior Lecturer in Social Work at the University of Southampton, UK. Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK. Florence Myles is Professor in the School of Modern Languages and Director of the Centre for Research in Linguistics and Language Sciences at the University of Newcastle, UK. Brenda Johnston is Senior Research Fellow at the University of Southampton, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• Preface; Acknowledgements; 1. Introduction; 2. Twentieth Century Perspectives on Criticality; 3. A Proposed Framework for Criticality Development; 4. The Empirical Investigation of Criticality Development; 5. Criticality Goals in the Undergraduate Curriculum; 6. Teaching and Learning Processes; 7. Student Criticality Development; 8. Experiential Learning and Criticality Development; 9. The Role of Assessment in Criticality Development; 10. A Model of Criticality for the Twenty-First Century; References; Index.

Peter Ford was Senior Lecturer in Social Work at the University of Southampton, UK. Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK. Florence Myles is Professor in the School of Modern Languages and Director of the Centre for Research in Linguistics and Language Sciences at the University of Newcastle, UK. Brenda Johnston is Senior Research Fellow at the University of Southampton, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• Preface; Acknowledgements; 1. Introduction; 2. Twentieth Century Perspectives on Criticality; 3. A Proposed Framework for Criticality Development; 4. The Empirical Investigation of Criticality Development; 5. Criticality Goals in the Undergraduate Curriculum; 6. Teaching and Learning Processes; 7. Student Criticality Development; 8. Experiential Learning and Criticality Development; 9. The Role of Assessment in Criticality Development; 10. A Model of Criticality for the Twenty-First Century; References; Index.

Peter Ford was Senior Lecturer in Social Work at the University of Southampton, UK. Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK. Florence Myles is Professor in the School of Modern Languages and Director of the Centre for Research in Linguistics and Language Sciences at the University of Newcastle, UK. Brenda Johnston is Senior Research Fellow at the University of Southampton, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• Preface; Acknowledgements; 1. Introduction; 2. Twentieth Century Perspectives on Criticality; 3. A Proposed Framework for Criticality Development; 4. The Empirical Investigation of Criticality Development; 5. Criticality Goals in the Undergraduate Curriculum; 6. Teaching and Learning Processes; 7. Student Criticality Development; 8. Experiential Learning and Criticality Development; 9. The Role of Assessment in Criticality Development; 10. A Model of Criticality for the Twenty-First Century; References; Index.