Developing critical thinkers : challenging students to explore alternative ways of thinking and acting.

Abstract

This dissertation focuses on the need to infuse critical thinking in curricular subjects so that students learn to think their way through issues. In doing so they learn to be independent and autonomous. Critical thinking is seen as a possible solution to the problems teachers come across, namely the refusal of some students to involve themselves in lesson content and the passive attitude they may adopt. The first part of the dissertation discusses the concept of critical thinking. A definition is attempted which is followed by a discussion on the educational, social and political implications in critical thinking as educational practice. The discussion continues by explaining what critical thinking entails in practice. A list of prerequisites required to facilitate critical thinking in the classroom is provided. Critical thinking as practice is investigated through a research project. Analysis of the data collected follows. The infusion of critical thinking in the curriculum seems to be of utmost benefit to students if they are to develop into rational and autonomous adults.