Receptivity reconsidered: a dynamic pathway to critical and reflective learning

Receptivity in learning, understood as students’ openness to new knowledge, feedback, and perspectives, has often been overlooked or confused with passive listening. This paper reinterprets receptivity as an active foundation for deep and reflective learning. Drawing on philosophy, psychology, and cognitive science, it argues that genuine receptivity involves conscious effort, curiosity, and intellectual humility, serving as the mental readiness that enables critical thinking and transformation. The paper examines how psychological safety and reflective practice foster this active openness and introduces a practical framework to help educators cultivate receptive habits through attention, emotional openness, and feedback literacy. By foregrounding receptivity, the paper offers educators practical ways to design environments that promote reflection, collaboration, and adaptive learning across disciplines.