SOME THOUGHTS ABOUT CRITICAL THINKING AS AN OBJECTIVE FOR PUBLIC SCHOOLS

Abstract

Two official documents developed in Canada recently have clearly emphasized the development of individual autonomy and independent thinking as educational goals for the pupils in our schools. Although curriculum guides have for some time paid lip service to these themes, official reports are intended to reinforce what are essentially sound educational practices. One might easily raise questions about the practicality of urging students to develop entirely personal patterns of value and thought, but no one appears to have devoted time to this enterprise. The task is important in light of the fact that students still graduate from public schools to take their places in a society in which norms and laws govern a large portion of human behaviors. This paper is intended to raise some of those related matters.