Kids will be heading back to school soon and the following got me to thinking.  

“According to the U.S. Department of Education, 54% of U.S. adults 16-74 years old – about 130 million people – lack proficiency in literacy, reading below the equivalent of a sixth-grade level.”

It is concerning that a significant portion of the U.S. population lacks proficiency in literacy, and it is true that reading comprehension skills are essential for developing critical thinking abilities. Without these skills, people may struggle to evaluate and analyze issues objectively, potentially leading to decisions based on emotions rather than facts.

The importance of critical thinking skills cannot be overstated, particularly in today’s complex and rapidly changing world. Critical thinking is crucial for objectively analyzing issues and forming informed judgments. It is also essential for identifying and evaluating sources of information, which is particularly important in an era of “fake news” and disinformation.

Improving education is one way to address this issue. Making education a national priority and upgrading the educational system could help to ensure that children have the necessary skills to succeed in the twenty-first century. Additionally, teachers play a crucial role in developing critical thinking skills in students, and they should be compensated accordingly.

While it may take years, or even decades, to achieve these goals, it is crucial to recognize the importance of critical thinking and to work towards improving education and literacy rates. It may not be an easy task, but the benefits of a more informed and critically thinking population are immeasurable.

Originally Published on https://boomersnotsenior.blogspot.com/

Royce Shook Blogger

I served as a teacher, a teacher on Call, a Department Head, a District Curriculum, Specialist, a Program Coordinator, and a Provincial Curriculum Coordinator over a forty year career. In addition, I was the Department Head for Curriculum and Instruction, as well as a professor both online and in person at the University of Phoenix (Canada) from 2000-2010.

I also worked with Special Needs students. I gave workshops on curriculum development and staff training before I fully retired