CRITICAL AND CREATIVE THINKING: IMPLICATIONS FOR EDUCATIONAL PRACTICE IN NIGERIA

Abstract

The banking concept of education as observed by Paulo Freire contributed to a situation whereby learners at the end of their courses are not so equipped to be self –reliant. This possibly, could have accounted for the level of unemployment among graduates in the present time. However, from antiquity, emphasis has been on raising learners who have self-knowledge about themselves and that of their environment. In the present time, some Educational Practices do not so much realize the desire of critical and creative thinking. Much implementation is not given to critical and creative thinking as such, many students do not know beyond what they were taught in their classes. Based on this, the paper examines the implications of critical and creative thinking for Educational Practices in Nigeria with the view to giving greater emphasis on critical and creative thinking skills as practice in our schools. Although, the National Policy on Education captures the issue of critical and creative thinking in its articulation on education, they have not been given enough and adequate implementation. The paper recommends that the government, educational authorities and teachers should do more within their ambit to strengthen critical and creative thinking skills needed by students to cope in the present times, restore quality education and develop the society at large.