Doctoral candidate creates free Critical Thinking Courses …
Why are these course required in 2026 …
The necessity for critical thinking courses for students in 2026 is evident. A mere glance at our surroundings reveals how the government behaves immaturely, akin to children, while various sectors of society, including medical professionals and other esteemed groups, are being exposed for engaging in fraudulent activities across the spectrum. If individuals do not start to engage in critical thinking at this juncture, the future of this nation appears bleak. Those of us who have received an education or are currently pursuing one must assume responsibility and advocate for the provision of free education. How many among us have endured the burden of student loans, hindering our ability to effect change, rather than contributing to the allocation of resources or simply offering courses at no cost? These circumstances represent the initial phases of realizing the aspiration for free education, which must encompass not only accessibility but also genuine educational quality. Furthermore, while critical thinking skills are essential, an understanding of the etymology of language is equally important; we must grasp the significance of the words we use and their implications. The government will ultimately have to confront the disorder they have instigated due to their avarice. I firmly believe that free education is crucial in 2026.
Scholars prepare for takeoff …
Constructivism serves as both a learning theory and an educational philosophy, positing that learners actively construct their knowledge through experiences and interactions. This theory advocates for an educational focus on problem-solving and critical thinking, urging learners to link new information with their existing knowledge. It highlights the importance of student-centered learning, where teachers facilitate rather than dictate, promoting profound understanding and practical application. I concur with this theory, as learners are not merely passive recipients of information; rather, they actively build knowledge by connecting new concepts to their previous experiences and frameworks.
Students develop their competency when they perceive that they are acquiring relevant, interesting skills and knowledge (Zakrajsek & Nilson, 2023, p. 118). Educators must assist students in cultivating critical thinking abilities; therefore, our courses should explicitly incorporate critical thinking outcomes, learning experiences, and assessments within their framework. Nilson devoted an entire chapter to critical thinking, positioning it prominently in our textbook. Just as we cannot anticipate that students will naturally acquire critical thinking skills while navigating our material, we also cannot effectively teach them these skills without providing a foundational knowledge base. Students require at least a minimal understanding of a subject area before they can begin to critically evaluate assumptions, data, arguments, or conclusions. Some educators assert that they do not instruct foundational skills, opting instead to concentrate on critical thinking abilities. However, this methodology proves ineffective. If students lack foundational skills, what basis do they have for engaging in critical thought?
Regrettably, existing research does not offer a straightforward, definitive guide on how to teach critical thinking. It is fragmented into various perspectives regarding the nature of critical thinking and the requirements for engaging in it. This may elucidate why surveys indicate that only a small number of university faculty members are equipped to teach critical thinking. Unfortunately, the literature does not offer an easy, straightforward prescription on teaching critical thinking. It is fragmented into several different perspectives on what critical thinking is and what is required to engage in it (Zakrajsek & Nilson, 2023, p. 35).
I agree with principle 1, as it embodies the fundamental tenets of Constructivist Learning Theory. This principle is supported by educational psychology and research that demonstrate that learners do not merely passively receive information; instead, they actively construct their own understanding of the world. Jean Piaget the pioneer of the theory endorses principle 1 which positions the learner at the core of the educational process, thereby facilitating the active construction of knowledge rather than its passive reception. Piaget saw thinking (the ability to reason, connect ideas and solve problems) as the result of cognitive structures that are gradually built within the brain as a result of direct exposure to and interaction with the environment (Hargraves, 2021).
Consequently, an individual’s knowledge is shaped by their prior experiences, cognitive frameworks, and beliefs that inform their interpretation of objects and events. I contend that this understanding is significantly influenced by individuals who have embodied this theory, as I personally resonate with and advocate for this perspective. My own journey of actively constructing my comprehension of the surrounding world has equipped me with constructive critical thinking skills, which I would not have developed had I not engaged in experiences that challenged me to actively participate in and interpret the world around me. Furthermore, we propose the concept of concrete experience as a bridging notion, as it encompasses the notion of active engagement between an individual and their physical and social environment (Lebert et al., 2024).
Reference
Hargraves, Vicki. “Piaget’s Theory of Education.” The Education Hub, 17 Mar. 2021, theeducationhub.org.nz/piagets-theory-of-education/.
Lebert, A., & Vilarroya, Ó. (2024). The links between experiential learning and 4E cognition. Annals of the New York Academy of Sciences, 1541(1), 37–52. https://doi.org/10.1111/nyas.15238
Zakrajsek, T. D., & Nilson, L. B. (2023). Teaching at Its Best. Wiley.