Critical Thinking in High School Curricula

As the information deluge shows no signs of abating, it is essential that teens be trained in the science/art of critical thinking. Many states require "economics," "American history," and "government" in order to produce an equipped citizenry. I applaud these requirements. It is however as important to train students to be savvy with regard to commercial, political, and ideological pitches.

I realize that thinking-skill development is inherent in many classes such as English and Math classes. Furthermore, many instructors present their students with such exercises in reasoning for the same reasons I have mentioned. It would however be beneficial to engage students' minds in explicit applications of both quantitative and qualitative reasoning to practical scenarios. Consider the usefulness of at least an introductory knowledge of statistical concepts in analyzing advertising, campaign publications, and the tendentious propaganda of dogmatic interest groups. Even teaching students a few of the most prevalent logical fallacies would benefit these future consumers and citizens.

Even a basic understanding of the scientific method and the parameters of scientific inquiry would mitigate much of the confusion today over scientific versus belief statements. Many today cannot distinguish between established theory and speculative musings. One may counter that science classes should be covering these issues. True; however, as my own two high-school students' experiences will attest, the rote memorization involved in some of these classes leaves little time or inclination for considering the broader implications of a scientific worldview and its meaning in their lives. Moreover, many classes simply give information, without analysis, and without practical experimentation (often due to budgetary constraints, space limitations, and class sizes/teacher shortage).

No, the sky is not falling. I've no doubt that many teachers share my perspective on this issues and are integrating such concepts into their materials. This is just my two cents worth on an issue of some importance for me. I have to deal with the products of high schools. I want young adults who are equipped to think, whether they enter college or go directly into the workforce.