CRITICAL THINKING AS A CORE AIM OF EDUCATION: A PHILOSOPHICAL ANALYSIS AND ITS IMPLICATIONS FOR THE NIGERIAN EDUCATION SYSTEM

Abstract

The growing recognition of critical thinking as an essential skill for navigating complex contemporary challenges has prompted educational systems worldwide to reconsider their pedagogical priorities and learning outcomes. This paper explores critical thinking as a core aim of education through philosophical analysis, examining its theoretical foundations and practical implications for educational practice. It utilizes philosophical inquiry to analyze the conceptual nature of critical thinking, tracing its intellectual heritage from ancient Socratic methods through Enlightenment rationality to contemporary educational philosophy. Based on relevant findings from philosophical literature, this study discusses how critical thinking facilitates intellectual development, moral reasoning, democratic citizenship, and effective problem-solving, and the impact this has on both individual learners and society. The paper examines the Nigerian educational context, analyzing current challenges including curriculum emphasis on memorization, teacher preparation inadequacies, examination-driven learning approaches, and socio-political factors that influence educational practice. Additionally, the paper addresses the philosophical challenges between promoting critical inquiry and maintaining respect for cultural values and established authority. It concludes by asserting that critical thinking, properly understood and implemented, can serve as a transformative educational goal that prepares students to be intellectually independent and socially responsible citizens while respecting cultural foundations.