The Development of Critical Thinking in the Moroccan Education Sector

Abstract

Educational literature, despite some variation, generally urges teachers to build up their critical and constructive capacities, empowering them to question received information, and consciously adopt stands on the facts, events, and opinions that they encounter. This capacity is not being developed in the subjects which are studied in Moroccan school environments, including philosophy (which is ostensibly characterised by self-learning, exercise of the freedom of thought and critical questioning that draws upon interactive processes, concepts, problems and arguments).