Critical Thinking and the Educational Context (original) (raw)

Abstract

The advance of the new technologies and the unprecedented explosion of information and its varied sources have made the need for teaching critical thinking abilities and skills more imperative than ever before. These skills are not elements to be acquired automatically but a mode of thinking and being which transcends discipline divisions. It is based on intellectual traits (ethical behavior, autonomy, integrity, fair-mindedness, courage, perseverance, etc.), on universal intellectual standards (accuracy, clarity, relevance, precision, and depth) and on elements of reasoning (purpose, inquiry, information, concepts, analysis, inference, interpretation, synthesis and evaluation). Despite the pedagogical challenges engendered by the slippery nature of the concept, there is some agreement over the benefits of explicit teaching, collaborative and practical learning. Along the same vein, integration of critical thinking in the Moroccan educational system is inevitable. This system, however, presents serious drawbacks in terms of clarity and coherence of policies, information, accountability, access, equity, quality and efficiency. The urgency of a thorough reform cannot be overstated.

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