One of the main characteristics of the teaching of critical thinking in Morocco is that it does not appear to have undergone sufficiently rigorous research to evaluate its current status, practices, and underlying educational philosophy. More research is therefore needed to examine how critical thinking is currently understood, taught, and assessed in Moroccan education.
Critical thinking has not yet been fully established as a systematic educational practice. It is often included within the teaching of reading and writing, particularly through questions asked about a text as part of other subjects. In Morocco, there is not necessarily a dedicated critical-thinking class across educational levels in which critical-thinking skills are independently taught and assessed.
Therefore, critical thinking is not consistently taught as a subject with clear methodologies, theoretical foundations, systems, and structured exercises. It is also often taught separately from creative thinking, assuming that creative thinking and critical thinking have different methods and serve different purposes.
The main proposal is to combine critical thinking and creative thinking by asking students to question the assumptions, reasoning, and evidence before asking them to consider new ways of looking at the ideas presented. We suggest ten ways of combining critical thinking and creative thinking and propose questions that fulfil the two functions: questioning ideas and suggesting, and even designing, new ones.
Therefore, instead of treating critical thinking and creative thinking as two separate skills, we propose developing a single-question framework in which critical thinking becomes the starting point for creative production.
