Critical Thinking in the Kurdistan Region of Iraq Schools: A Case Study of Two Prominent Schools in Erbil

Abstract

Critical thinking goes beyond memorization, promotes independent thinking and reasoned judgment. It is a crucial element in connecting ideas, solving problems, and creating knowledge. Schools are considered to be among the initial steps in developing critical thinking where pedagogical methods would guarantee the formation of it. Critical thinking in schools develops the intellectual capability instead of using it as a memory bank of information where mind does not have any role to play. This work is an attempt to demonstrate role and effect of practicing critical thinking in primary school and analyse reflection and ability of practicing critical thinking in the Kurdistan Region of Iraq. The study relies on deep interview and observation of eighth-grade students and teachers in two prominent schools in Erbil, focusing on four different subjects. Type of questions raised by teachers and students during the lectures have been examined, and a detailed analysis of the reflection and ability to practice critical thinking is presented.