CRITICAL THINKING: A TOOL FOR REDEFINING EDUCATION IN NIGERIA

Abstract

Nigeria’s education system seems to have been characterised by too much of theories and memorisation at the expense of critical thinking, a problem-solving skill, over the years. Therefore, this paper advocates a critical thinking oriented system of education in Nigeria, and attempts a discouragement of rote learning among learners in Nigerian schools. This study is qualitative in nature, and philosophical in orientation. It is expository and primarily focused on library sources for its data. The study adopted the analytical, the speculative and the prescriptive techniques in philosophy to deal with issues such as critical thinking, stages in critical thinking, critical thinking behaviours, deschooling and pedagogy for critical thinking, among others. This study found out that Nigeria’s education system had been characterised by too much of theories and encouraged memorisation among learners in Nigerian schools over the years. The study revealed that many of the Nigerian students were not problem-solving because the education system in operation in the country revolved around too much of theories and encouraged memorisation at the expense of critical thinking, a problem-solving skill. This study concluded that introducing an education system that is critical thinking oriented in Nigeria is likely to serve as a way of instilling problem-solving skill in the learners. The study recommended the kind of education system that concentrates less on theories and discourages memorisation at the expense of critical thinking, a problem-solving skill.