CHAPTER ONE

INTRODUCTION

1.1      THE BACKGROUND

Critical Thinking: Thinking does in the mind. Halpern D.F(1984).

Critical Thinking leads to precision and relevance, it is way of thinking positively not negatively, also method of thinking about thinking which is the key to think critically, when one control his/her conscience thought processes without conscience thought process one control with other people ideas. Critical thinking founding views in mind or planning in our mind by ourselves without letting public to know about it (Marzano, Robert) et al. the skill of critical thinking are the;

(a)         Honesty

(b)        Rationality

(c)         Self-awareness

(d)        Openmindedness

(e)         Discipline

(f)          Judgement

(g)         Tolerance

(a)         Honesty – Thinking in honesty way which is positively not negatively (D.N) (198) pp. 18-9.

(b)         Rationality: The ability to combine problems together and reason what to do not just to take non-critical thinking also finding the best explanation on evidence and ignore the ones that is not good.

(c)         Self-awareness: Thinking most have thought, conscience and them mind have be aware of what thought is in the mind, be aware of the person thought.

(d)        Open-mindedness: The mind have to be aware and opened to have a positive thoughts, not non-critical thinking.

(e)         Discipline: The thinking must be well checked and well thought understand the right thoughts and wrong one. It will be well trained in other to achieve a critical thought and creative thought.

(f)          Judgement: The mind must be checked and find different and collect the good thought and avoid the unused ones.

(g)         Tolerance: Thinking must have self-evidence, tolerance the ones the person feels as a good thought before saying or using it to solve problems.

Creative Thinking: The ability to give the interpretation of mind can be positive on negative. One would have thought that more enlightened attitude towards person would have thought that greatest appreciation of person’s capacity to be aware to thinks for himself and to reason about to metaphysical and epistemological issues. Also it insistence on the idiosyncratic character of persons experience liberated that person from treatment as an underdeveloped adult at school and at home.

        Various categories of critical and creative thinking are:

a)           Observes self in the process of thinking.

b)          Monitors and corrects self in the process

c)           Can suspend thinking, judgements, and evaluations.

d)          Knows the difference between thinking, sensing, and margining and can use each selectively.

e)           Checks for errors and has standards for the communication of ideas.

f)            Asking Questions from observations.

g)           Giving reasons and distinguishing good reasons from bad ones.

h)          Co-operation/collaboration stages.

i)            Dialogue spirit requires care and commitment.

j)            Critical and creative thinking, Dialogue is also essential for the building of common purposes and understandings in terms of any kind of growth.

k)          It is an art to be though, studied and practical and as such it is not a result of a quick fix up.

1.2   POINT OF INQUIRY/STATEMENT OF THE PROBLEM

PROBLEM I: The problem stems from the type of education we and our children received which is completely benefit of the most relevant existential value for survival in the post modern epoch of our time.

PROBLEM II: Nigeria Education system ignore the philosophy of any subjects in tantamount to committing academic suicide because critical and creative thinking community of inquiry is the ground-norm of the foundations for any authentic existence.

PROBLEM III: The children find themselves suffocating and smoldering under the intolerable situation of academic bankruptcy and intellectual blackout due to the putative academic activities going on in our schools.

PROBLEM IV: The lack of reasonableness in their academic formula, produced human beings who are highly placed in society but who have equally unreasonably refused to accept the fact that the promotion of the reasonable human being.

PROBLEM V: The lack of critical and creative thinking in our National Education curriculum led to the production of a class of insatiably greedy tribesmen in clean uniform but whose instinctive actions are so irrational that they take delight in producing political inequality.

PROBLEM VI: Unfortunately Nigeria yought faced with the great negative challenges of goallessness, aimlessness, non-critical and non-creative thinking in our Education system.

1.3      SIGNIFICANCE OF THE STUDY

This research is of great important in that tries to find out to a large extent the importance of critical and creative thinking of mostly in educational system in Nigeria. In view of the importance raised up, the skills of a number of educators and critical and creative specialists which are often cited are proved to be among the adopted techniques efficient teaching and learning critical and creative thinking in educational and creative thinking in educational system in Nigeria.

This study attempts to test, rather than simply to highlight, some of the recommendations, which are often learnt in methods classes but solden tried out in our own classrooms with our own pupils and the purpose of studying this in the tesina are the purpose of this research or study is to study with students observation the level of performance of students in the important of critical and creative thinking in educational system in Nigeria.

2.          To ascertain the important of critical and creative thinking prepared among in educational system in Nigeria who are taught by the critical creative methods.

3.          To a larger extent to detect the causes of poor attitude towards critical and creative thinking in educational system of Nigeria.

4.          To determine the extent to which a different teaching approach might stimulated greater enthusiasm for intensive critical and creative thinking in our educational system and increase the thinking habits in Nigeria.

5.          And also to analyse the problems as observed

6.          Finally to be able to come up with possible solutions on how the problems should be rectified.

1.4      THE SCOPE OF THIS STUDY (TESINA)

Due to the constraints of time and financial resources involvement in the research work, this study is limited to some area in the educational curriculum with Nigeria system of education. The based on important of critical and creative thinking to the researcher’s base of operation, it is strongly believed that data obtained from this sampling will serve or (be adequate) for the purpose of this research.

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