A critical thinking workshop held at De-Merry Hills Schools in Ogun state last year stood out because it highlighted three parties essential for critical thinking programs in schools.

At the event, students, parents, and teachers were present and actively participated in the workshop. For hours, teachers, pupils, and guardians interacted and exchanged ideas on the meaning and significance of critical thinking.

They actively took part in the exercises, in learning and unlearning, in understanding the importance and value of cultivating these mental habits. In discussing critical thinking or lack thereof in schools, much of the emphasis is usually on students or pupils, the focus is on children, learners, and youths. Other parties, parents, and teachers are seldom talked about.

As I argue in this piece this approach is flawed and must change if schools must effectively embrace critical thinking and reflective inquiry.

Do not get me wrong. The emphasis on students in fostering reasoned inquiry is in order. Students are a critical factor in the promotion of inquiry based learning. They are at the center of creating critical-thinking schools and societies.

Students are the main target in critical thinking based education. They are a key beneficiary. Learners are the main determinant of the success and failure of critical thinking programs. But other parties are also needed. Other forces are necessary for the critical thinking project to succeed.

These parties are needed because students will not teach themselves critical thinking skills. Students need critical thinking tutors and instructors. Students require those with critical thinking knowledge and expertise. They need those who can effectively deliver the subject, those who can inculcate and help them cultivate these skills.

Thus teacher training in critical thinking is necessary because teachers can only teach what they know or understand. More importantly, teachers can effectively deliver what they value and appreciate.

It is pertinent to know that most school teachers did not learn about these skills while they were in school. Many educators or school managers have never heard about critical thinking. They do not know the value. Many teachers only have some superficial knowledge of these skills.

Many educators do not appreciate the importance of inquiry-based learning. So teachers and educators need upgrading and capacity building. Training is important to get teachers to understand the value of these skills. Training will help tutors and instructors reskill and upskill.

More importantly, training will equip teachers with mechanisms and dispositions to effectively deliver the subject. Teachers need to know how to assess the students, how to develop critical thinking lessons and exercises, and how to manage critical thinking classes.

In our previous trainings, teachers have registered some legitimate worries. Teachers have expressed many what-if concerns. Critical thinking encourages students to exercise their curiosity and inquisitiveness. Students are trained to ask open-ended questions, to challenge assumptions and authorities including the authority of the teacher.

So some teachers have asked: What if students asked me questions that were very difficult? What if students asked me questions that I did not know the answers? What if students asked me questions about some culturally sensitive issues? What if the parents came back complaining that their children were asking too many questions? These behaviors are positive developments and indicative of progress.

Now, that brings us to the next necessary party in fostering critical thinking in schools- parents. Parents are important stakeholders in the education of children. For schools to succeed in promoting critical thinking, parents must come on board and be on board.

Parents must buy into the idea. They must become partners and promoters of this mental habit. Parents must value critical thinking skills, or at least allow their children to learn the subject. Incidentally, many teachers are worried -and rightly so-about possible hostile reactions of parents and guardians.

Some school managers are hesitant to introduce the subject of critical reasoning because they assume that some parents would not like the idea. That some parents would not support teaching reflective inquiry in schools. These school managers think that teaching critical thinking could offend cultural sensibilities.

That parents could withdraw their children from the schools if children came home asking a barrage of questions and challenging parental authority. Indeed some parents frown at the idea of children asking too many "whys? and whats?". Many are unnerved when children talk back, or engage them in endless debates and arguments.

While it could be irritating, many parents appreciate their children when they show curiosity and inquisitiveness. Many guardians pleased when children demonstrate mental agility. Many parents are happy to know that their children are intellectually growing and developing; that teachers are adding value; and that schools are giving them value, in this case, critical thinking skills, for their money.

Parents can pay anything to get their children critical thinking-based education and learning. That is why many Nigerian parents send their children to the West to study. So the concern that parents would be displeased with teaching critical thinking in schools is misplaced and exaggerated.

Having said that, parents need to openly and publicly support efforts and initiatives to promote critical thinking in schools. They need to provide teachers and school managers encouraging feedback and make them understand that inculcating critical thinking skills is a very important assignment.

Parents should demand the teaching or introduction of critical thinking lessons to schools. Parents should send their children to critical-thinking schools and colleges. They should create time to participate in critical thinking workshops and strive to improve their knowledge and understanding of these mental habits.

In conclusion, to foster critical thinking in schools, a tripartite must be in place. Three stakeholders, students, parents, and teachers, must be on board. They must be actively involved. Parents, teachers, and students must come together, and band together. They must work together, think together and intellectually grow together.