Situating critical thinking and creativity as enablers of value-based education among secondary school students in Kenya

Abstract

This article aimed at reviewing the literature based on the critical thinking and creativity as enablers of value-based education education among Secondary School Students in Kenya. This paper may help highlight the need to include critical thinking and creativity in the curriculum, thus prompting the need for a curriculum review. In understanding the context of this discourse, the paper focused on two approaches: philosophical and psychological perspectives, emphasising moral philosophy for value-based education. This paper employed the collection of secondary data by using a desk research method of data collection. The data utilised two types of approaches: Internal and external desk research. The data was then subjected to content and discourse analyses to realise systematic and objective outcomes and interpretation as guided by the theoretical conceptualisation. The paper revealed that critical thinking involves inductive and deductive reasoning and problem-solving, nurturing creativity and innovativeness. Education aims at producing well-informed learners with skills and competencies that enable them to think analytically and critically, thereby applying what they have learned to enhance their own lives and sustainably contribute to society's development. This paper highlighted the need for instructors to provide explicit instructions to learners on how to transfer to new contexts and use cooperative and collaborative learning methods (constructivist approaches) that place students at the centre of the learning process.