Critical Thinking In The Classroom

Abstract

Critical thinking has been defined variously by different scholars but it comes down to the ability of an individual to exercise higher levels of thinking in their judgments. A critical thinker reflects on thinking as a process and also applies high level analysis towards decision making as well as problem solving. As researchers have noted, critical thinking develops in stages, from the very rudimentary to the most advanced levels. At the same time, critical thinking does not just develop. Rather, it must be nurtured within an enabling environment. Notably, no learner, even at the earliest age, comes to the learning institution with a blank mind. Every child brings to school knowledge already gathered at home and other environments to which he or she has been exposed. Also, every child is unique, each with varied abilities that are largely controlled by i) the role of the brain and the most active functions, and ii) the exposure or experiences that the child has gone through. This uniqueness makes each child capable in some areas more than others which leads to different talents and levels of creativity. To develop critical and creative thinkers, therefore, learning institutions of all levels should expose learners to experiences that focus on enhancing their current individual and unique levels of knowledge to higher levels. Learning activities, for instance, must be geared towards development of the higher level of thinking, that is, critical thinking. Unfortunately, this has not been the case in many learning environments. Traditionally, the teacher has always usurped the role of teaching and learning, and the learner has mostly been relegated to the position of a passive listener. In such an environment, the opportunities to develop critical and creative thinking among learners are completely strangled. This paper explores the concept ‘critical thinking’ and how institutions can engage their learners in order to enable them become critical and creative thinkers. Beyond examining the concept, the paper will explore in depth learning activities that enhance the development of higher levels of thinking among learners. Empirical research is expected to follow this initial theoretical paper.