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CRITICAL thinking is the skill of interpreting, analysing and making inferences about different situations.
This process, of reflection and evaluation, helps in shaping what we perceive with our eyes. It could be said that our perception of reality is the absolute reflection of our own thinking.
Critical thinking has been a ubiquitous concept in the educational field since American philosopher, psychologist, and educational reformer John Dewey introduced it in 1910.
The complexity of this era requires education to keep pace with change. It has been argued that implementing critical thinking skills in education is a necessity rather than an option.
The significance of using critical thinking in education lies in promoting both personal and professional growth. It also correlates positively with reflective and creative thinking.
Education and philosophy are two areas that reflect a similar concept. Defining the philosophy of education is nothing less than defining philosophy itself. When teachers approach teaching, they philosophically analyse the process that they will follow. A teacher establishes an understanding of the teaching-learning process by realising the nature of the learner, the nature of the subject, and the best tool to make learning meaningful.
A teacher is not merely philosophically investigating the nature of how he/she will approach these elements, but also critically thinking of them.
In their book, ‘Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life’, American author Richard Paul and American educational psychologist Linda Elder said that our world is constantly changing, and it is hard to keep up with the change without constant relearning.
People obtain their power through social media. Not only can they express, but they also have the power to influence and maybe even control. Adversely, people could lose their identities, freedom of thinking, and fall in a trap where they might misinterpret global or local issues.
This is not only problematic on the macro level but leads to corruption at the micro level too. A person who is easily swayed is a person who cannot think. A person who cannot think, is a person who cannot act. A person who cannot act, is a person who cannot decide.
In such a scenario, lacking critical thinking is not only applied to what is happening around the word, it is also about lacking interpersonal skills. The inability of thinking critically means that decisions will be made irrationally, and this could lead to a chaotic life.
On the other hand, being a critical thinker will provide confidence and flexibility to be objective and open-minded. Clearly, critical thinking skill is not an extracurricular activity, and it should be centred in the framework of learning.
Professional and social growth are also related to critical thinking skills. People with good thinking skills are more likely to get a job on their ability to make their own decisions. Such people are more likely to solve problems and rarely depend on others or fall under their control. People with good critical thinking skills will be able to build organisations, seek creative solutions, and simply build a better future.
Critical thinking is a skill that hasn’t been given the credit it deserves. Paul and Elder argue that most of the cultures and schools refuse to adapt to new modes of thinking. Critical thinking must be practised regularly and intentionally.
The critical thinking process starts with thinking, shaping ideas, stretching them, landing and flying them. There is no better place than schools to prepare such a platform to its future thinkers, and there are no better individuals than teachers to assist in crafting a future of thinkers.
Zainab Thamer,
English Language Instructor,
Bahrain Teachers College,
University of Bahrain.
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