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Creating thinking schools through ‘Knowledge and Inquiry’: the curriculum challenges for Singapore
Author(s) -
Tan Charlene
Publication year - 2006
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585170600682640
Subject(s) - curriculum , critical thinking , syllabus , nature versus nurture , pedagogy , government (linguistics) , flourishing , systems thinking , project commissioning , 21st century skills , sociology , political science , psychology , publishing , linguistics , philosophy , anthropology , ecology , law , psychotherapist , biology
The importance of thinking skills in Singapore was seen in the launch of the ‘Thinking Schools, Learning Nation’ (TSLN) vision in 1997. This vision aims to develop creative thinking skills, a lifelong passion for learning and nationalistic commitment in the young. In elucidating the concept of ‘thinking schools’ the former Prime Minister, Goh Chok Tong, stressed the urgency for Singapore schools to nurture thinking and for committed citizens to keep Singapore vibrant and successful in the future. A recent effort to teach critical thinking skills is seen in the revised ‘Junior College’ curriculum which aims at developing thinking skills, and nurturing the skills, spirit and values required for Singaporeans to thrive in a more globalized, innovation‐driven future (Ministry of Education, 2002). The government in Singapore announced that a new GCE A level subject, ‘Knowledge and Inquiry’ (KI) will be introduced from 2006. This article focuses on the teaching and learning of critical thinking through KI. By examining the objectives as spelled out in the syllabus, the article identifies and discusses the curriculum challenges in the government's attempt to create thinking schools through KI from 2006 onwards.