Introduction of critical thinking in the curriculum of secondary schools as an independent subject

Abstract

Critical thinking is not an independent subject in the secondary school education system, but is an integral part, indirectly and directly, of the curriculum of similar subjects. In this paper, we will explore critical thinking in the curriculum of secondary schools - the application, significance and scope of argumentation and effective analysis of the intellectual apparatus in the secondary education process, and the necessary changes in future plans. We will analyze which subjects and to what extent in the IB program of the International Matura and the national high school program, contain critical thinking, and how much it relies on logic, ie philosophy as the starting point of critical thinking. We will develop the thesis that critical thinking unfairly occupies an unrecognized position in the teaching process, and that, accordingly, its content is fragmented, not only in the content of curricula in the teaching process, but also outside the teaching process, as part of journalism, media and information practices. We will defend the thesis that it is necessary to reform the high school educational process and include the independent subject Critical Thinking. The methods used in the defense of this thesis are analysis and induction, and we will show that the bearers of critical thinking are first of all students and teachers, who, once they master this skill, acquire the ability for life.