Peter Ellerton

Peter Ellerton serves as a Senior Lecturer in Philosophy and Education and Curriculum Director of the UQ Critical Thinking Project at The University of Queensland's School of Historical and Philosophical Inquiry in Brisbane, Australia. With extensive experience in educational leadership, he previously served as Head of Experimental Science at Education Queensland's Queensland Academy of Science, Mathematics and Technology from 2009-2011.

His research focuses on critical thinking pedagogy, philosophy of education, and science education. Ellerton's work examines how people process information, evaluate arguments, and develop reasoning skills in educational contexts. He investigates cognitive biases, argumentation frameworks, and the impact of technology on critical thinking abilities, with particular emphasis on practical applications in classroom settings.

His recent publications reveal a consistent focus on critical thinking as a transferable skill applicable across disciplines and contexts. Ellerton's work connects cognitive science with practical educational strategies, emphasizing that critical thinking is not merely an innate ability but a skill that can be developed through structured practice. His research increasingly addresses the challenges posed by digital information environments and artificial intelligence on reasoning capabilities.

As Curriculum Director of the UQ Critical Thinking Project, Ellerton leads initiatives to integrate critical thinking across educational levels. His work demonstrates commitment to making complex philosophical concepts accessible and practically applicable in educational settings, with particular attention to how reasoning skills can be systematically developed rather than assumed.

Ellerton actively engages with public discourse through platforms like The Conversation, where he translates academic research into practical guidance for educators and the general public. His approach emphasizes that critical thinking is fundamentally about the quality of reasoning rather than merely holding correct opinions, with applications ranging from scientific literacy to everyday decision-making.