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Abstract:
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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. |