Critical Thinking

The philosopher Bertrand Russell (1872-1972) once observed: “Most people would rather die than think. In fact, they do so.” One of the main aims of education is to teach students to think for themselves so that they can become intellectually autonomous individuals who are able to make sound judgments in an uncertain world.

As teachers and administrators, we of course have an obligation to prepare our students for the various tests and exams that they face, but we are all aware that the is more to education than covering the syllabus and passing exams. A good teacher is one who rises above the obsession with “coverage” and teaches critical thinking skills through their subject by encouraging their students to do such things as question, clarify, support, evaluate and reflect. Our five stage model lies at the heart of our broad conception of the nature of critical thinking.

We believe that at the beginning of the twenty first century it is more important than ever for schools to develop an integrated critical thinking strategy which enables them to focus on teaching thinking skills. As well as encouraging intellectual autonomy, a focus on such skills:

• Develops the ability to manage and evaluate information which is a core element in information literacy.
• Promotes the independence of mind and mental agility that is necessary for genuine lifelong learning.
• Encourages the open-mindedness and willingness to learn from other cultures that is - or should be - the hallmark of an internationally educated individual.

At the deepest level, we believe that the ability to think well can help our students not only to make a living but also to make a life. In this way, critical thinking contributes to our conception of what it is to flourish as a human being.