Demonstrate an upgraded thinking ability as a

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Demonstrate an upgraded thinking ability as a critical and creative speaker, listener, reader and writer. Show evidence of heightened sense of self-assessment, self-questioning and exercise of good judgement in decision-making and problem solving. Explain how we acquire self-knowledge as thinking beings. 1.4 CRITICAL AND CREATIVE THINKING (CCT) The term ''quality education'' is quite current. To commend or praise education at present it is fashionable to qualify it with the adjective ''quality''. The implication is that quality adds wanted value to education. It is for this reason that Totally Integrated Quality Education and Training (TIQET) Report, otherwise called the Koech Commission Report, has ''Quality Education'' as part of the name and significantly appearing in that name. The current system of education in Kenya encourages rote-memorization of massive information and facts by way of drilling at the expense of understanding it by thinking through it carefully and interrogating it to evaluate its worth. The purpose of education appears to be merely passing examinations after ''vomiting'' that in formation through simple recall. Clearly rote memorized information merely to pass an examination has little value as it lacks lasting survival value. Good quality thinking and understanding uniquely possesses that value. Critical thinking is thinking that interrogates information to evaluate in and judge whether it is true or false; whether it should be believed or not; and how one should act on it. This type of thinking is of a higher quality as it involves thinking about
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thinking in search of deeper understanding of things. Critical thinking e powers the learner to think for herself or himself and to have mental discipline to habitually evaluate knowledge and everyday claims in search of truth and rightness. Critical thinking involves the learner actively in search of understanding of the underlying ideas and principles. It is in this sense that critical thinking in its own way adds quality to education. To appreciate what understanding means, consider what it means to know how to count up to a million. We know how to count up to a million without actually having to count up to a million. It is enough to count up to ten, twenty, thirty etc. to capture the insight of tens in the decimal system. Even if we have to memorize counting in the first few sets of tens, sooner than later, the principle involved discovered and we carry on with confidence because we now understand what it means to count up to a million. Clearly there is a marked difference between rote-memorizing counting up to a million and understanding what it is to count up to a million hence the distinction between rote memorizing and understanding.
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