Tripartite imperative for critical thinking in schools

A critical thinking workshop held at De-Merry Hills Schools in Ogun State last year stood out because it highlighted three parties essential for critical thinking programmes in schools. At the event, students, parents, and teachers were present and actively participated in the workshop. For hours, teachers, pupils, and guardians interacted and exchanged ideas on the meaning and significance of critical thinking. They actively took part in the exercises, in learning and unlearning, in understanding the importance and value of cultivating these mental habits.

In discussing critical thinking or lack thereof in schools, much of the emphasis is usually on students or pupils. Other parties, parents, and teachers are seldom talked about. This approach is flawed and must change if schools must effectively embrace critical thinking and reflective inquiry.

Do not get me wrong. The emphasis on students in fostering reasoned inquiry is in order. Students are a critical factor in the promotion of inquiry based learning. They are at the centre of creating critical-thinking schools and societies. But other parties are also needed for the critical thinking project to succeed because students will not teach themselves critical thinking skills. Students need critical thinking tutors and instructors. Thus teacher training in critical thinking is necessary because teachers can only teach what they know or understand. More importantly, teachers can effectively deliver what they value and appreciate.

Most school teachers did not learn about these skills while they were in school. Many educators or school managers have never heard about critical thinking. They do not know the value. Many teachers only have some superficial knowledge of these skills. Many educators do not appreciate the importance of inquiry-based learning. So teachers and educators need upgrading and capacity building to equip them with mechanisms and dispositions to effectively deliver the subject.

In our previous trainings, teachers have registered some legitimate worries and expressed many what-if concerns. Critical thinking encourages students to exercise their curiosity and inquisitiveness. Students are trained to ask open-ended questions, to challenge assumptions and authorities including the authority of the teacher.

So some teachers have asked: What if students asked me questions that were very difficult? What if students asked me questions that I did not know the answers? What if students asked me questions about some culturally sensitive issues? What if the parents came back complaining that their children were asking too many questions? These behaviours are positive developments and indicative of progress.

Now, that brings us to the next necessary party in fostering critical thinking in schools- parents. Parents are important stakeholders in the education of children. For schools to succeed in promoting critical thinking, parents must come on board and be on board. They must become partners and promoters of this mental habit. Incidentally, many teachers are worried -and rightly so-about possible hostile reactions of parents and guardians.

Some school managers are hesitant to introduce the subject of critical reasoning because they assume that some parents would not like the idea. That some parents would not support teaching reflective inquiry in schools. These school managers think that teaching critical thinking could offend cultural sensibilities. That parents could withdraw their children from the schools if children came home asking a barrage of questions and challenging parental authority. Indeed some parents frown at the idea of children asking too many “whys? and whats?”. Many are unnerved when children talk back, or engage them in endless debates and arguments.

While it could be irritating, many parents appreciate their children when they show curiosity and inquisitiveness. They are happy to know that their children are intellectually growing and developing; that teachers are adding value; Parents can pay anything to get their children critical thinking-based education and learning. That is why many Nigerian parents send their children to the West to study. So the concern that parents would be displeased with teaching critical thinking in schools is misplaced and exaggerated.

Having said that, parents need to openly and publicly support efforts and initiatives to promote critical thinking in schools. They need to provide teachers and school managers encouraging feedback and make them understand that inculcating critical thinking skills is a very important assignment.

Parents should demand the teaching or introduction of critical thinking lessons to schools. Parents should send their children to critical-thinking schools and colleges. They should create time to participate in critical thinking workshops and strive to improve their knowledge and understanding of these mental habits.  To foster critical thinking in schools, a tripartite must be in place. Three stakeholders, students, parents, and teachers, must be on board.

Igwe directs the Critical Thinking Social Empowerment Foundation.