“The future of teaching is about the relevance of issues, not just facts”, Sam Fairclough, a history teacher at Le Rosey, Switzerland

critical-thinking

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Long ago lecturing, demanding rote learning, assessing for memorization of certain facts were the techniques teachers used during their classes. BUT time is changing! Nowadays educators seek to develop critical thinking skills in their students.

In “Strategy 2050” the President of the Republic of Kazakhstan mentioned that all developed countries have top quality educational system, which is a key description of the 21st century developed country (State Programme 2011-2020). In order to achieve that, students of schools must acquire critical thinking, self – research and deep analysis of information skills (State Programme 2011-2020). Consequently, development of critical thinking is an at-time criterion for a developed country of the 21st century.

According to Sam Fairclough, a history teacher at Le Rosey, Switzerland, these days it is more exciting, interesting, and challenging to discuss relevant issues during the classes rather than following textbooks (Welham, 2015). He supports his idea by the fact that students are different these days: they know that they have to respect other students’ thoughts, and while giving their own ones support their ideas with reasons – this makes them different. Students do not tend to follow pre –existing thoughts and opinions, but have their ones and reasonable supporting answers for that. He even predicts the future of teaching as making students think broader, but not making memorize facts (Welham, 2015).

In conclusion, critical thinking is not just evaluating the information given, but being able to analyze, interpret, evaluate the given information, and produce your own reasonable position and thoughts. So, how, do you think, the development of critical thinking is progressing in Kazakhstan?

Reference:

MESRK (2010a), State Program for Education Development of the Republic of Kazakhstan 2011-2020, Presidential Decree No. 1118 of 7 December 2010, Ministry of Education and Science of the Republic of Kazakhstan, Astana.

Welham, H. (2015, February 8). The future of teaching is about the relevance of issues, not just facts. The Guardian. Retrieved from http://www.theguardian.com/teacher-network/2015/feb/08/student-learning-relevance-information

1 thought on ““The future of teaching is about the relevance of issues, not just facts”, Sam Fairclough, a history teacher at Le Rosey, Switzerland

  1. In my mind, critical thinking gradually enters the mindset of our Kazakhstani educators and students. Rote learning and memorization are in the past. Nowadays we understand that mere memorization of facts and figures are in vain if they do not facilitate the acquisition of new skills. Creativity and innovation are in demand. I notice that more and more students challenge the readings they get. They express their disagreement with authors, question the paradigms the scholars posit. This is the first hallmark of critical thinking, in my understanding. Now in order to write a good BA thesis one should think of an original approach to the problem already investigated. The same goes for other academic writings.
    So, we get acquainted with the notion of critical thinking. To develop this analytic skill, new methods of teaching are needed. If the educators will teach children how to deal with information, they will turn in into a habit.

    Liked by 1 person

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