Nnadiebube Journal of Social Sciences

intellectual autonomy, and democratic participation, but these goals need a principle that makes them cohere. Critical thinking is generally considered a desirable educational goal, but it is not sufficiently justified as a basic educational ideal. Using conceptual and philosophical analysis, this article examines the normative role of critical thinking and distinguishes an educational ideal from a particular learning outcome or cognitive skill. It makes critical thinking a fundamental because it allows students to evaluate knowledge, guide action, analyze values, engage in responsible citizenship, and respond intelligently to changing circumstances. The discussion takes into account issues of psychological transfer, disciplinary specificity, cultural bias, intellectual virtues, and artificial intelligence. It fosters a developmental, virtue-based, socially situated, and culturally open conception of critical thinking. The analysis ends with the conclusion that critical thinking is the normative coherence that is needed to link the various purposes of higher education without making education into a transmission of information or vocational training.

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