SAM’S SENSE: Critical thinking, I hope...

Ten years ago, the Kenya Institute of Curriculum Development (KICD) published a series of reports on needs assessments conducted to inform curriculum reform.

The reports, spanning early childhood, primary, secondary and tertiary education, were broadly in agreement on the competencies a new Kenyan curriculum needed to instil. Among them: critical thinking, reflection and decision-making.

Whether you look at needs assessment for early childhood education, primary education, secondary education or post-secondary education, critical thinking was repeatedly emphasised.

In many college and university programmes, critical thinking and problem-solving are taught, albeit at varying scales.

For starters, critical thinking can be defined as the careful examination of information, questioning assumptions, evaluating evidence and ultimately reaching a reasoned conclusion, rather than simply accepting something as true.

Let me repeat that: Reaching a reasoned conclusion rather than simply accepting something as true.

For most successful citizens, regardless of what they do, you are likely to find an element of critical thinking in their decision-making.

Whether you are talking about a politician, an industrialist, a businessperson, a farmer, or simply a citizen: The ability to question, examine and make reasoned decisions matters.

It is therefore a reason for national worry when there is a growing clamour against critical thinking.

When active citizens, especially on social media, decide to go on a warpath against anyone who questions actions, decisions or policy directions taken by the political class.

When people educated through Kenyan institutions attempt to muzzle contrary voices, throwing all manner of claims at those who question them; all in an effort to reinforce a political narrative.

When young people begin to equate questioning power with political alignment, a country must summon its conscience and ask: Why, then, do we take children to school?

At a time when the country spends billions of shillings on education; when parents spend years clamouring for "good schools"; when families strive to secure the best possible placement for their children in secondary or senior school, we cannot be the same people who are ready to dim the light of critical thinking.

So let me suggest a simple process for those willing to put their education to work.

If your MP comes to your village and tells you they have invested Ksh.50 million in education, do you simply clap and take it? Or do you test the claim? Is it specific? What exactly did the Ksh.50 million pay for?

Are there citable references to the claim? Are there figures that can be independently verified?

Third, as you examine the evidence, ask yourself: What assumptions are being made?

To establish that the investment actually happened, what would have to be true?

Could there be another explanation for the figures being presented? Could there be information that supports, or contradicts, the claim?

We have heard it stated that the proposed Dangote refinery in Lamu will cost Ksh.2.2 trillion and that it will transform the economy of Lamu and beyond.

How exactly will the economy be transformed? Through what sectors? How many jobs, of what kind? What products will Kenya produce? What will Kenya sell, to whom, and for what return? What infrastructure will be required? What will Kenya put in? And what evidence supports the projected economic impact?

They are critical thinking.

Work through the questions, arrive at a reasoned conclusion, and then, if you must, go to social media and "school people," as users like to say.

Because education is not supposed to make us obedient consumers of information.

It is therefore fundamentally wrong to treat questioning as an offence, as though citizens are supposed to swallow whatever comes their way, whether they agree with it or not.

That is the place for responsible citizenship. That seeks to verify claims regardless of who makes them.

Because there is a difference between testing a claim and attacking a claim.

If you sit in a corner, perhaps lying on your back watching your favourite series, and then release social media posts hurling insults at people who dare question political pronouncements that are not backed by law, evidence or verifiable facts, that is not critical thinking.

If your immediate response to a claim is: "That is nonsense." "What a waste." "Shut up." Or you say, "That is primitive."

Critical thinking asks: "What would I need to establish before I can responsibly say this is true?"

That is the habit we should be protecting in our public discourse.

Now, if you find this offensive, and you happen to have children or young people who look up to you, perhaps you should consider withdrawing them from school.

Because sooner rather than later, they may come home and start questioning your competence in dealing with social and public affairs.

Only, I would advise you to apply some rare critical thinking before making that decision.