Claxton (2007, 132) argues that ‘trying to
find a form of schooling that enables all young people to get better at
learning – to come at life venturesome, imaginative and questioning – is the
most important task that faces education’ Whilst written seven years ago this is
very much the challenge increasingly facing education today. Indeed, Kincheloe
and Weil (2004) have argued that during this time of unprecedented opportunity,
increased challenge and accelerating change we must take seriously the
challenge of preparing children to be critical thinkers. The birth of the cyber/ technological
revolution means that children need to possess the skills to allow them to
weigh up evidence (which is so readily available) and make reasoned and
informed decisions. This metacognitive process is so important as it allows one
to develop one’s own thinking and reasoning.
Teaching critical thinking skills not only
means increasing informed participation in the democratic process but generally
providing young people with skills that will allow them to prosper regardless
of their chosen occupation. I would also argue that these skills do not need to
be taught as separate entities. Indeed, critical thinking activities can be
easily embedded or infused into the existing strands of the National
Curriculum. However, for this to be truly effective requires passionate
educators across all phases willing to embrace the teaching of critical
thinking skills. Indeed, ‘when teachers understand and value thinking, they
naturally create thinking dispositions in their children, to become aware of
their thinking, a condition for learning how to learn and becoming life long
learners’ (Salmon and Lucas, 2011, p. 373). In conclusion I would argue that
teaching critical thinking, reasoning and argument skills is essential if we
want our education systems to develop critical, creative, thoughtful and
reflective young people.
