Overview

This book examines the integration of critical thinking pedagogy in Kenyan secondary education, critiquing both the outgoing 8-4-4 system and the newer competency-based curriculum. Despite stated goals, neither curriculum clearly defines how critical thinking should be taught. Using Kantian critical judgment theory, the analysis emphasizes student involvement in problem-solving as essential to developing critical thinking skills. The book proposes concrete revisions, including logic, epistemology, and structured critical thinking models, to systematically embed critical thinking across all subjects. It argues that only through teacher competence, commitment, and holistic integration can a sustainable culture of critical thinking be realized, preparing students for higher learning, work, and global citizenship in the 21st century.

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