Integrated Model of Teaching Method for Promoting Critical Thinking

among Learners of Secondary Education in Bangladesh

Dr M Abdul Aziz*

Abstract
Critical thinking is a crucial skill for living life and accordingly thinking pedagogy constitute
one of the main aims of education. But what exactly are critical thinking skills? Is it a skill or
inner ability? Can it be communicated as the activity of the brain or of the mind? Modern
research suggests that critical thinking, like any other skill can be taught, learned and practiced
through teaching- learning activities. In the context of Bangladesh, National Education Policy,
2010 also advocates promoting critical thinking among learners. But there is no specific
guideline. Most of the teachers do not have adequate concept on this issue. Few of them have
the idea and they intended to practice this concept in the class room, but failed to implement it
due to the absence of teaching- thinking strategy. This study is an attempt to examine the
shortcomings or weakness of existing pedagogy in promoting the thinking skill and ability. This
study also suggest an integrated model of teaching method and comprehensive approach to
strengthen the pedagogy as practices in the class room of secondary School/Madrasa to achieve
relevant aims and goals.

INTRODUCTION

Critical thinking becomes an important issue worldwide. The term is admittedly open to

different interpretation. Simply, it’s more than just thinking clearly or rationally. It’s about

thinking independently. It means formulating one’s own opinions and drawing conclusions

regardless of outside influence. It’s about the discipline of analysis, and seeing the connections

between ideas. On the other hand, creative thinking is the ability to juxtapose ideas in a new

and unusual way in order to find solutions to problems, create new innovations, or produce

works of art (Blacwell, 1991). In this study, creative and critical thinking are considered as

questioning and reasoning with evidence, distinctions and judgments. It is based on the view

that creative and critical styles of thinking are inseparable concepts and they complement one

another.
In present education system the goal of education has been changed. There is a more emphasis

on professional knowledge and skills rather than practical knowledge and values are being

dwelled upon. There is so much importance on examination as a measure thus there is really

not much room for students to ask their own questions that relate to their interests and curiosity.

Thus today students are coached and in some cases are trained to memorize facts without early

understanding its meaning. As a consequence students lack critical and creative thinking skills,

verbal communication abilities, interpersonal skills, self confidence and team work. So it is

essential to emphasize critical thinking, a reasonable reflective thinking as a guide to beliefs

and actions.

STATEMENT OF PROBLEM

The ever increasing importance on teaching thinking arrive the questions how to achieve this

skill and ability. Educationist, psychologists, philosophers are suggesting different teaching

methods to incorporate this quality as it can be enhanced through regular classroom activities

while teachers teaching any subject. Teachers may gain critical thinking skills through training

useful for designing lesson plans that get students to think on their own. Teachers of Western

countries are looking for more ways to integrate it into classrooms. In Bangladesh, creative

evaluation system has been implemented without proper guideline in pedagogy. Practice of rote

learning imposing barrier in thinking. Most of the teachers do not have adequate concept on this

issue. Few of them have the idea and they intended to practice this concept in the class room,

but failed to implement it due to the absence of teaching- thinking strategy.

RATIONAL OF THE STUDY

Philosophical Approach: P4C (Philosophy for Children) is an approach to teaching and

learning that is motivating and challenging for pupils and teachers. Through this strategy

learners are motivated and taught to think critically and creatively. It has developed over 35

years, and is practiced in approximately 60 countries. Research has clearly established that it

improves behavior, motivation, and learning, as well as achievement for pupils of all ages,

abilities, and through any subject.

P4C engages children in developing their own questions in response to a given stimulus. They

then enquire thoughtfully, and collaboratively, into their choice of question, guided by the

facilitator (the teacher). Finally they reflect on their thoughts and participation, and suggest

how they could improve on their learning (skills and content) next time. Consequently, both the

process and the content of learning are simultaneously developed.

P4C places emphasis on building social and emotional skills and dispositions over time, as well

as cognitive abilities. Notable increases in respect, open mindedness, reasoning and

reasonableness - in and out of the classroom – are common effects of P4C.

P4C is a thorough pedagogy with considerable academic and practical pedigree. Professor

Matthew Lipman created the approach drawing on the works of Vygotsky, Piaget, and Dewey

the tradition of Socratic dialogue.

Participants create and enquire into their own questions, and 'learn how to learn' in the process.
 The key practice that starts and drives the whole thinking process is enquiry (interpreted
as going beyond information to seek understanding)
 The key practice that results in significant changes of thought and action is reflection
Religious Perspective: Thinking is also a religiously obligatory duty as it is established by

major religion of the world. Accordingly al-Quran promotes variety of thinking styles for

instance Inquisitive, Objective, Positive, Hypothetical, Rational, Reflective, Contemplative,

Visual, Analogical, Emotional, Perceptual, Conceptual, Intuitive and so on (Badi and Tajdin,

2010). In this way religious motivation of thinking is to promote in practice.

Global Perspective: In 1950 Guilford identified the importance of Creativity and insisted the

psychologists to pay attention in creativity through his APA (American Psychological

Association) presidential address (Sternberg, 1999, p-3). Interest in creativity research began to

increase since then. Prior to the meeting of the Parliament of the World’s religions in Chicago,

1993, a document was prepared titled ‘Toward a Global Ethic’. It affirmed that the world is in

agony, and condemned the abuse of our creative powers. The document affirmed humankind’s

interdependence, and called upon all of us to seek, among other things, creative ways to fulfill

our obligation to respect and foster human dignity, individual rights, and the search for truth in

freedom (McLaren, p.491).

Thinking in National Perspective: National Education Policy, 2010 of Bangladesh enjoins

critical and creative thinking as the aims, objectives; and principles of the Education Policy are

as follows:

To stimulate the intellectual and practical qualities of the learners so that moral, human,
cultural, scientific and social values are established at personal and national levels (Aim
No. 2);
To foster creative and thinking faculties among the learners through a system of
education that contains indigenous spirit and elements and which will lead to a life-
oriented development of knowledge of the learners (Aim No. 5);
To ensure a creative, favorable and joyful environment for the students at the primary
and secondary levels for their proper protection and congenial development (Aim No.
15).

OBJECTIVE OF THE STUDY

The objectives of this study are-

To determine the teachers’ concept about critical thinking.

To examine the weaknesses of the existing pedagogy in regard of promoting thinking

skill.

To propose an integrated model with comprehensive approaches of critical thinking

pedagogy that is reasonably applicable in the class room activities.
RESEACH QUESTIONS

What are the perceptions of the teachers about critical and creative thinking?
What are the barriers to implement critical thinking in the classroom of secondary
education in Bangladesh?
How to overcome the barriers to implement critical thinking teaching?

SCOPES AND LIMITATIONS OF THE STUDY

The proposed study follows a qualitative research approach, involving the use of the document

analysis and semi-structured interview as tools of data collection. It will be limited to no more

than 4 respondents at Secondary schools because of the time constraints involved in

interviewing and subsequent data analysis.

REVIEW OF RELATED LITERATURE

Critical thinking is emphasized in our National Education Policy; 2010 describing education

system is to foster thinking skills among learners. It also provides some guidelines such as

learners should be discouraged from route learning, rather use their own thoughtfulness,

imagination and urge for curiosity. It also stressed to ensure creative, favorable and joyful

environment. How to promote thinking skill among students is a prime concern of the

educational researchers in whole world. Huge researches have been done in Western

perspective. But research based on Eastern perspective is less. Review of three studies have

been presented here which focus on important of recent study as well as will guide to achieve

objectives of the study.

According to Putranto (2013): Competence of divergent thinking, critical and creative among

learners is very important in this global era competition, because the level of complexity

problems in all aspects of modern life is getting higher. By using Observations, Association,

Ask, Concluding and Communicating (OAACC) method on mathematics learning teacher can

provide an opportunity for students to examine in depth the mathematical topics attractively

packaged and contextual. Besides that by using OAACC methods provides an opportunity to

investigate in depth math problems, so that students can construct all possible solutions as

divergent, critical and creative. Mathematics learning still now is difficult in Bangladesh,

thinking alternatives like OAACC might help the learners and teachers.

Another study by Abdullah (2013) is a naturalistic inquiry that examines the processes of

implementing a critical thinking pedagogy for developing the quality of classroom dialogue.

The specific focus is on whether this pedagogy increases/decreases learners’ involvement in

high quality talk, characterized by the complex use of language and the application of Higher

Order Thinking Skills (HOTS).The merits of and challenges to applying this pedagogy for

developing the quality of dialogue were identified through regular interviews with participants,

audio recordings of classroom talk, observational field notes, pre- and post-tests for measuring

language complexity and questionnaires. The study explains that learners’ cognitive and meta-

cognitive skills, highlighted in the critical language awareness theory, plays a significant role in

engaging learners in successful interaction, through creating participation opportunities based

on the notion of critical thinking.

The concept of critical thinking pedagogy is essentially is more tangible for language teachers

when they try to address educational inequality. Language, identity and cultures from the

language teachers schemata assisting them to question the dominant power relationships both

because of particular learners they teach and because of the particular language they teach
which can serve to empower and marginalize (Jadidi,2014). The main duty of teacher education

is to encourage prospective teachers to critically reflect on their own identities and positioning

in society.

Regarding creativity (Shin, 2012) argues that “creativity is key” when teaching English for

children, both in English as foreign language (EFL) context and English as a second language

(ESL). In order to teach English in an interesting atmosphere, the teachers are required to

possess adequate creativity. They have to build a paradigm in that children should have fun

with English. In such, the teachers will direct themselves to set up stimulating lesson plan

covering such activities as singing, finger plays, storytelling and so forth. Etymologically,

creativity deals with the ability to create something (KBBI, 2005: 599). Pertaining to English

for young learners (EYL), creativity refers to the teacher’s ability to create or to add something

new to the common teaching practices.

Hashim, (2013): drew on years of experience in the implementation of Philosophy for

Children’s (P4C) teaching method in Malaysia. Specifically, the study examined the influence

of the program on the participants. The findings were supportive of the positive influence of the

program on students’ ability to think and reason. Furthermore, the participants demonstrated a

considerable improvement in their cognitive and social skills. This probably indicates that this

pedagogy is highly indispensible in Malaysia’s march toward the aspirations of the Malaysian

Educational Development Plan for the critical, creative and innovative students.

Todd (2003) argues that creative teachers are those who use beneficial variety of classroom

activities. To do so, the teacher sought to comprehend the existing theoretical aspects and adapt

them to meet the students’ needs. The creative teachers are to design teaching materials and

classroom activities tailored to specific, unique, and real classes. In such context, the local
wisdom, religious view, personal experiences find their way to be integrated into the classroom

activities. Value laden creativity is also encouraged by Islam. As example Prophet Muhammad

(pbuh) said, “Whosoever introduces a good practice in Islam, there is for him its reward and

reward of those who act upon it after him without anything being diminished from their

rewards. And whosoever introduces an evil practices in Islam, will shoulder its sin and sins of

those who will act upon it, without diminishing in any way their burden.” (Muslim) It is

however indispensable for everybody of any faith to have a high level of thinking skills and it

can be learned and can be taught. Courses should be designed in the way that is to stimulate

learners to raise a range of inquiry or questions. In this regard some strategies may be

implemented. These are:

Knowledge is accumulating at such a rate that it is impossible to learn every-thing.

Moreover, as knowledge is transitory, it is difficult to predict what will be useful for the
future or what will be selected to learn. Therefore, we must teach children how to think
and learn i.e. equip them with the basic attitudes, beliefs, skills and resources necessary
to tackle fresh problems and acquire new information. (Neville Jones & Eileen Baglin
Jones, 1992)

Students have to be assigned some tasks which need thinking or speculation (Tafakkur)

rather than simply factoid presentation. Homework will be selected that will teach them some

skills. They shouldn’t be given such homework which needs just copying. Let them ponder

their study. The assessment system of Bangladesh depends on rote and regurgitation. Such

tendency must be eliminate gradually. Rote learning cannot be avoided. But it needs to be

selective. Like students should memorize the tables of multiplication by rote learning. But they

also have to learn and think how to apply these; rote learning cannot be followed in this regard

(Zannat, 2014).For example: Students need to be evaluated their understanding when they go

through a text. But most of the times in Bangladesh, teachers provide the answer sheets and
solutions to the students to memorize. By adopting this practice teachers are ‘spoon- feeding’

the learners.

Another setback may be mentioned here as an example. The text books of Bangladesh

are prepared in this way that there is a definition on page 51 and then an exercise on page 55

that calls for regurgitation of the definition, word for word. Teachers should not assign such

exercise. They should come up with some exercises that require applying the idea rather than

memorizing empty words. If it is not possible to come up with such exercises, then the idea

must not be very important, they need not to assign any exercises whatsoever on that topic

(Zannat, 2014).

Similarly, (Zannat, 2014) highlighted that students should have reflexive thinking in class, in

whole day, and every day. They should make it a habit to mull over each new idea to connect it

with previous knowledge. Thinking about the connections increases the usefulness of each

memory, by increasing the number of ways in which it can be recalled. They have to be

responsible for their own learning. Student should be helped to be aware of the ways in which

they learn and make them able to monitor their own learning.

Allah teaches us: “Say: "I do admonish you on one point: that you do stand up before
Allah--(it may be) in pairs or (it may be) singly and reflect (within yourselves):” (Saba:
46)

Both the teachers and the students must have the practice to think about what they are going to

speak. Great Saint like Imaam Ash-Shaafi'ee (rahmatullaah) said: "When one desires to talk,

then it is upon him to think before he speaks. If there is beneficial good in what he will say,

then he should speak. And if he has doubt about that, then he must not speak until he clears that
doubt (by making his speech good)." So teacher must have clear concept on respective subject

before entering the classroom and students should be taught where to find the information they

need or how to research on a topic and whom to ask for information.

METHODOLOGY OF THE STUDY

A qualitative research approach based on interpretive paradigm is proposed for this study. The

theoretical perspective most often associated with qualitative researches is phenomenology

(Bogdan & Biklen, 2004). Following the phenomenological approach, researchers seek to

understand meaning in events and in human interactions. The data collected in a qualitative

study includes more than words; attitudes, feelings, vocal and facial expressions, and other

behaviors are also involved. The data was consisting of interview transcripts, notes from

classroom observations. Further, the context is important to the interpretation of data.

Sampling
Interview of 4 secondary school teachers were conducted. In addition 2 teachers of secondary

schools were selected by the researcher for observing their classes. Sample was selected based

on convenient sampling. The targeted population of this study is the school teachers of

Secondary Education of Bangladesh. A convenient random sampling method is used to

determine the respondents who will be interviewed.

Sources of Data
Related books and research articles, students, teachers of secondary education and experts of

pedagogy were the sources of data of this study.

Tools and Methods of Data Collection

Document analysis, semi- structured interview based on two pilot interviews, class observation,

were the tools of data collection. All interviews were tape-recorded and are in length from 20

minutes to 30 minutes. The interviews were informal and open-ended, and carried out in a

conversational style. The complete interviews were recorded and transcribed for data analysis

purposes. Confidentiality was ensured in every step.

Methods of Data Analysis and Presentation

Observations notes were written in conjunction with the interviews, follow-up interviews, and

casual encounters with subjects. Memoranda also were written while listening to taped

interviews, typing transcripts, and reflecting upon a particular interview. Collection, coding,

and analysis of data and ongoing literature review processes were blended throughout the study

then thoroughly examining the transcripts to find final codes and themes. Developing the codes

and themes “grounded” in the data analysis were completed and then researcher reported the

information by writing a report. In the findings section, the researcher displayed the different

themes and direct quotes. It is a qualitative study hence report were prepared using text and

detailed descriptions.
FINDINGS OF THE STUDY

Teachers’ perception

Regarding critical thinking skill some informants couldn’t define critical thinking skill in a

systematic way. In other words they were confused with the notion of critical thinking skill and

creative thinking skill. It seems that most of them don’t have clear idea about this term as their

statements are given below:

T.1: “Yes I have idea about it. Aaa… aa… I have an idea about critical thinking skills.
At the time of teaching I encourage my students to be critical. If I teach them any stories
or any topics, they become curious, sometimes they think a lot of that”.(D 1: Informant
1 - 1:21, 8658:8905)

T 2: “I think critical thinking skill is perfect….nowadays…nowadays… curriculum is

general knowledge…utilize, understand, apply higher knowledge:( Informant 2 - 4:22,
6542:6682).

T.3: We have to continue with our own way and have to prepare students to get good
score. D 4:Informant 3-3:22, 6323:6469)

T.4: “Yes.. Critical thinking is especially important for students, am I right? Plus
interact subjects in the topic. D 2: Informant 4 - 2:26 ,8932:9043)

During the interview most of the informants have positive views regarding the usages of

creative thinking skill in the teaching of English .They were agreed upon in a point that it is

essential for English language teaching and practically they are trying to do it but it’s very

limited. Their statements are as follows:

T.1: “Critical thinking skill is the ability to analyze topics and ideas clearly, logically,
rationally. I recognized the importance of critical thinking skills in academia”. D 2:
Informant 1 - 2:25, 8403:8574)

T.2: “Critical thinking skill is the ability to analyze topic and the ideas logically and
rationally. The judgment process must also be based on evidence, and humanity. As I
said earlier I recognize the importance of critical thinking skill in academia and
encourage thinking outside the box, share ideas with others and look from other angles”.
(D 5: Informant 2 - 5:17,7218:7562).
 T.3: “Yes, as I know critical thinking skill is to analyze something with logically and
rationally. I also mentioned earlier I use this in my class room and students can share
ideas with others and can think outside the box”. D 3: Informant 3 - 3:17, 6277 : 6500)

While, one informant strongly believed that there is no creativity in English subject .She

claimed that except English there are creativity on other subjects in Bangladesh. And according

to her opinion it is the authority that did not care on the designing syllabus in ELT. The

statements are following as she said:

T.4: “Actually in my subject there is no creativity”. D 6: Informant 4 - 6:26,

11020:11065)

T.4: “I don’t know. The authority had not design the lesson like that way”. (D 6:
Informant 4 - 6:27, 11116:11183)

T.4: “ah…. Actually one thing I want to mention that apart from English, keep aside the
English, all the subjects are creative. All the subjects are new design syllabus. And
English is the only subjects that are following the old traditional method. Since 2001,
still I am facing the same syllabus”. D 6: Informant 4 - 6:28 ,11285:11580).

She also agreed with the importance of creativity in ELT and practice sometimes but that is

absolutely her own initiatives as she uttered:

T.4: “Yes.. There is difference. Because when I need to give them some lecture or topic,
that time I need some creativity. There is something that does not come from the
syllabus. That time the students have to make some creativity”.( D 6: Informant 4 -
6:29, 11655:11880)

TEACHERS’ PRACTISES REGARDING CRITICAL AND CREATIVE THINKING SKILLS

Findings from interview

The informants could not assure about practicing it in their classroom though it is emphasized

in the objectives of National Education Policy of Bangladesh, 2010. During interview the

informants stated:

T.1: “Yes... There are some uses of creative thinking skills in my classroom. (D 1:
Informant 4 - 1:22, 9182:9253)

T.2: “Yes, creative thinking skill is especially important in English language or class. (D
3: Informant 2 - 3:18, 6747:6830).

T.3: “Yes, creative thinking skill is especially important in English language or class.
Creative makes the subjective nature of the topic. For an example a poem or... can be
interpreted in many ways. I encourage students to... to explore the hidden or different
views”. (D 5: Informant 3 – 5:18, 7822:8091)

Findings of classroom observation

The researcher observed two classes of secondary school teachers for knowing how they
practice critical and creative pedagogy in their classroom. One is English teacher and another
one is science teacher of Secondary school in Bangladesh. During observation the researcher
gathered some field notes are as follows:

Teacher 1: “The researcher observed a class conducted by English teacher with the students of
class IX at one of the college, Dhaka and noted down the findings on critical thinking
pedagogy. The teacher opted the discuss lesion 1: ‘The Ferry Boat’ (page-38-39) from English
for Today, the English text Book for classes IX and X. ‘The Ferry Boat’ roughly and briefly
discusses the problem of over-population through the analogy of overcrowded small country
‘Ferry Boat’ which sank in the river. The teacher asked the students to read out the whole
passage and when that was done they participated in group discussion. Then the students come
up with sharing their experiences and knowledge they have gathered from their discussion.
The teacher asked them to discuss/tell whether they find any incident occurred in their life or
society and the sinking of the boat given in the passage. At this, a number of students
participated in the discussion, they talked about the road accidents and sinking of launches in
the Meghna river or some similar accidents and losses of lives and property that they have
either witnesses or read in the newspaper. But no one came up with comparing or small
overcrowded boat with small country struggling with too much population and the boat man
with the leader of a country and told them to open at page no. 40 and 41 and go through lesson
2: Are we too many?. It generated a list of interests among the learners and many come up
with interesting discussions. They also discussed the problems a small country with too much
population faces. The students who had a good command in English were still participating in
the discussion enthusiastically and spontaneously. When the discussion was over the
researcher again asked them whether they find any dissimilarity between the sinking of a
small overcrowded boat and a country with too much population. The teacher invited the
learners to discuss whether it is fair to compose a small country boat to an overpopulated
country. He asked them to think the matter from the other end as critical thinking encourages
comparing, contrasting and going beyond the text. The teacher asked the learner whether
population can be treated as an asset as well. A heated discussion followed as many talked of
using manpower positively at home and in the foreign lands while many others opposed the
idea of using or managing too many people positively. Those who supported the idea argued
that skilled manpower are assets for a country and they can earn bred from foreign countries
as well. But those who opposed the idea argued that a container cannot contain water beyond
its capacity. It will overflow and can never be managed. If paddies, jutes and plants are
planted too densely, the yields of crops hamper. Things must have a logical proportion
otherwise it will culminate into disastrous consequences. When the teacher felt that sufficient
discussion has been taken place, he asked the learners whether they have any idea about
critical thinking. Everybody responded with a negative answer saying 'no' and tossing their
hands right and left. The teacher realized that they have no idea about the theory but they have
done the class following almost all the features of critical thinking. The teacher thanked the
participants and left the class.

Teacher 2: The teacher taught science in grade 7 while the researcher was observing class. The
teacher used to take class in traditional lecture methods. Inquiry method or questioning method
is totally absent in the class. Even the teacher did not spend enough time to explain questions
provided in exercise of Science book.

DISCUSSION

Teachers’ perception on critical thinking skill

Based on the findings of interviews, it is evident that most of the teachers do not have clear

concept about critical and creative thinking skill they showed ignorance through their

responses. A very few teachers have ideas on critical thinking skill, but there was no

application in their class room. Even the teachers do not have any idea about National

Curriculum and

Teachers' Guide. Hence they cannot follow Teachers' Guide provided by the Government.
However, all the informants were agreed with the essentiality of critical and creative thinking

skills in the classroom. The respondents also claimed that for applying critical thinking

pedagogy teachers have a pioneer role. Apart from this, teachers can encourage students to be

creative and innovative by using critical and creative thinking pedagogy. According to Snyder

& Snyder (2008), to enhance critical thinking skills teachers should care about using

instructional strategies that actively engage students in the learning process rather than relying

on lecture and rote memorization. Al Quran also expresses to use different methodology:

“Behold how many facets We give these messages so that they might understand the

truth”.(Quran, AlAn’am:65)

Teachers’ practices

Based on the report of teachers’ interviews it was admitted by the teachers that they practice

critical and creative thinking skill in their classroom partially though it was not evident through

classroom observation. Beside this, during interviews informants could not assure about

practicing it in their classroom though it is emphasized in the objectives of National Education

Policy of Bangladesh, 2010. The statements are supported by the objective of education policy,

2010 Bangladesh, as one of the objectives of education is to evolve an education process that is

oriented to creativity, practicability and productivity to achieve advancement in the economic

and social fields of the country. (Rosnani Hashim, 1999) also stated that, new methods of

instruction must be explored and teachers and lecturers should be creative and innovative

especially for moral and spiritual development”.

The findings of the classroom observation also showed that time duration of classes and students'
tendency to do well in the examination are detrimental for using critical thinking methodology in the
class room activities. The researcher believed that proficiency in the target language, time
limitation of the class, tendency to do well in the examination, learners knowledge of society
and world around she/he is living must be taken into consideration to conduct a class using
critical thinking pedagogy. It was mentioned here by the researcher that the number of students
were 30 where the researcher carried out his research class. In regular classroom activities there
was no application of dialogical approach. The nature of Socratic Method is dialogical. In this
method each has to listen to the other. Each learns from the other thus dialogue is naturally
empowering. Teacher becoming a facilitator does not impose his or her views on the students
.A teacher displaying true Socratic, irony only knows that he or she knows nothing, and is ever
ready to join anyone on the journey of learning (Kazmi, 2011).The findings also showed that
there was no practice of inquairy method.
But If we follow the guide of human being, al-Qur'an uses a variety of thinking styles.

(Badi, Tajdin: 2010) The Quran provides thought provoking questions for fulfilling the

Inquisitive thinking style. Sometimes uses rhetorical questions where answers are

obvious to the readers. More than one thousand and two hundred questions are in the

Quran. Such as Almighty says: "Am I not your Lord?" .• (Qur'an, AI-Araf: 172) Positive

thinking style upholds the enthusiasm of human by having faith on Almighty's mercy.

Allah assures not to lose hope through the words of Yaqub (A.): "0 my SOilS, go forth and

enquire about Yusuf (A.) and his brother and do not give up hope of Allah's life-giving

mercy .... " (Qur'an, Yusuf 12: 87) Hypothetical thinking style improves the human mini

by engaging themselves in deep thought. By using hypothetical thinking style the Quran

challenges the unbelievers to provide their argument: "Or were they created by nothing, or

were they the creators [of themselves]?" (Qur'an, AI-Tur 52: 35) Rational thinking leads

one to exercise reason and judgment in a proper way. The Qur'an instincts to think: "Had
there been therein (in heavens and the earth) gods beside Allah, then verily both would

have been ruined." (Qur'an, Al-Anbiya 21: 22).

The researcher did not found any emphasis on focusing instruction on the process of learning Snyder
(2008) rather than solely on the content. The teacher suggested students to follow guide books and only to
solve the questions. Learning has become a mechanic way to score good grade in exams. It becomes
prominent in time of public exams. Education has become a commodity. Emphases are given on solving
questions from guide rather than reading books or enjoying science study. Now learners need to take his or
her work seriously and continue to create and solve things creatively. Students perform better when they
able to share their own thoughts without relying on teachers and texts. But, the teachers hardly inspire the
students to write on their own thoughts. They have to write according to teacher's directions or from a
guidebook selected by the teacher. Using assessment techniques that provide students with an intellectual
challenge rather than memory recall is instructed by Snyder (2008). It is praiseworthy that Government of
Bangladesh has taken extensive steps to implement assessment system which will promote critical thinking
among students. But most of the efforts are in vain as the education is not life oriented. It is remaining in
paper and pen. Thus creative evaluation system implemented in Bangladesh has increased the scope for
private tuition and wide spread use of guidebooks. Teachers and coaching centers give to excuses that for
learning how to write creative answers students need to take extra supports from school teachers as private
tuitions.
Another problem stated by both teachers and students that the questions- answers that
students are going to appear in assessment does not left any scope to think deeply in the
given short period of time. Thus it does not help them to improve their critical thinking.
 Some teachers (40%) try to use alternate teaching methods other than lecture methods.
Snyder (2008) refers actively engaging students in project-based or collaborative activities
can encourage students' critical thinking. But this effort also remains ineffective. For
instance when teachers are providing project work to the students, teachers also give them
information to buy the project in prepared way.

 Most of the teachers are unable to apply various teaching method for their limited skills and
experiences. But experienced and capable teachers also admit that they only use traditional
methods due to lack of facilities and infrastructures.

From the classroom observation it was also evident that the English teachers do not practice the

instructional methods proposed by the objectives of English language teaching, such as

delivering lessons in English, using communicative language teaching method (CLT), enhancing

students’ participation and encouraging students’ creativity. As a result, the main aims of English

language teaching were not fulfilled and the students are not becoming masters with the four

English language skills. The National Education Policy of 2010 introduced the use of CLT for

English, and teachers admitted that CLT is an effective method during their interviews.

Nevertheless, in reality there is little evidence in their practices of using CLT method and critical

thinking pedagogy in EFL classroom. These findings are similar to the report by Chowdhury

(2012) who addressed that there is no practical use of CLT method in EFL classroom in

Bangladesh. The key features of CLT, namely critical and creative thinking require a more

learner-centered approach involving group work, peer work and a high level students’

participation; yet there was a lack of such practices in the EFL classes. In other words, there was

no application of critical and creative thinking skills in ELT pedagogy that have significant role

for preparing students’ creative mind.

Related to textbooks
Regarding English textbooks the informants stated that the texts which have designed for

Secondary and Higher Secondary students do not support using critical thinking pedagogy in the

class room teaching and learning because of the open ended and close ended questions set in the

passage for the language activities at page no. 38 and in page no. 39. He argued that multiple

choice questions encourage a learner to choose only one or the best and the correct answer.

Multiple choice answers do not encourage a learner to find out alternative answers.

The researcher also believed that, syllabus or curriculum should be designed in a way which

encourages a learner to go for critical thinking. Thinking is obligatory for each one particularly

critical thinking. The statements are also supported by the Quran as Allah has repeatedly

commanded in Al-Quran to use Aql or intelligence and be sensible, reasonable and rational. The

universe is a book for the wise to ponder over Heaven’s messages, and “those who are endowed

with insight may take them to heart.” (Sad: 29)

Implications of the Study

This study will be a new addition in educational theory and practices over the glove. Very

specifically the study will be helpful for popularizing the ideas, concepts and strategies of critical

and creative thinking skill as an effective tool of pedagogy in the educational context of

Bangladesh. Thus contribute to the educational policy of the country.

CONCLUSION
Critical thinking pedagogy is an approach to teaching and curriculum development that aims to

be more reflective of immediate relevance by framing learning in a locally situated context with

a view to raising consciousness of the learners for the ultimate purpose of social transformation.

This pedagogy problematizes social realities which are brought into focus through engaging

dialogues. A space is provided for learner to express their own views on a wide range of issues

immediately relevant to their lived reality. Critical pedagogy reverses and reinvents the

traditional roles of students and teachers. Within mainstream model teachers are seen s passive

transmitters of knowledge. As a result both teachers and learners and students are deskilled and

disempowered. While critical thinking pedagogy views teachers as intellectual transformative

and learners as active participants in their own learners initiated dialogues (Mohamed et al,

2014).

Apart from that, creativity enables the human mind to innovate. Creativity is often described as

thinking ‘out of the box’, coming up with fresh, divergent responses original ideas and objects,

new solutions to problems, or ways of looking at problems. More specifically, critical thinking

skills and creativity has long been believed as an essential factor for learners particularly for

young learners. This is to say that both critical and creative thinking styles should be approached

in an integrative manner.

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*Formerly Associate Professor of General Education (GEd), Northern University Bangladesh
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