المحترف

The Development Of Critical Thinking Skills Regarding Philosophy Subject In The Algerian Educational System

Auteurs : Bensliman Djamel Eddine . Benzoukh Halima .

Résumé

The study aims to investigate the representation of critical thinking and the pedagogical management of critical thinking skills in the Algerian context considering particularly philosophy teaching. Based on an analysis of curricula and educational policy documents, the research explores to what extent critical thinking is promoted across the different educational levels; i.e. from primary, middle, high school to university. The main claim is that, with the exception of a very weak and implicit engagement with critical thinking in Algerian high school level, in philosophy subject course, the Algerian syllabus does not provide a consistent and systematic promotion of these vital cognitive skills. The investigation situates critical thinking as a baseline for epistemic, intellectual and democratic university engagement and one of the particular ingredients essential at university, given that the students are, as usual, invited to ‘engage’ with “complex theoretical discourses”. The article contends that the lack of a systematic critical thinking instruction impedes the students’ ability to question knowledge claims, develop well-reasoned arguments, and take part in reflective judgment. In a philosophical perspective, the article investigates the founding principles of critical thinking, its importance in philosophy teaching and in the Algerian situation, and the consequences of neglecting it in teaching and academic life. Suggestions are provided for curriculum design, teacher training, and the promotion of critical thinking as a transversal skill in other subject areas.

Mots clés

Critical Thinking Skills ; Philosophy Subject ; Algerian Educational System