ANALYSIS: The lack of critical thinking in Canadian classrooms

"In a world that is becoming increasingly complex, difficult to navigate, and saturated with conflicting information, the ability to think critically is more essential than ever."

Source: Pexels

Author: Dr. Dotan Rousso

As the course lead of Philosophy at SAIT, I recently gave a talk at a teachers' conference about the lack of critical thinking in Canadian classrooms. The issue is not just an academic concern but a fundamental challenge that affects the development of informed, thoughtful citizens.

Politeness is a virtue, and Canadian society is known for being one of the most polite in the world. Additionally, Canadians, in comparison to other cultures, tend to avoid confrontation—often at almost any cost. While this fosters a gentle, welcoming, and friendly social environment, it also comes with significant downsides. Chief among them is a tendency to compromise on honesty, authenticity, and, most importantly, a reluctance to engage with controversial topics.

The problem is that avoiding complex and controversial topics does not make them disappear. In fact, it often results in a superficial understanding of crucial issues, as these subjects are neither debated nor critically examined. A society of critical thinkers does not emerge in a vacuum—it starts with the education system. As someone who teaches at the post-secondary level, I can attest that the education system is failing in this regard. Students arrive at higher education well-equipped to absorb and memorize information but struggle to articulate their own insights and critically engage with the material. Many students feel deeply uncomfortable when expected to formulate their own perspectives on issues requiring critical thinking. The more sensitive or controversial the topic, the less likely they are to participate in the discussion at all.

During the conference, I was asked whether this issue is unique to the Canadian education system. In response, I provided a simple yet revealing illustration: the question that students in Israel (my country of origin) prefer the most—and that Canadian students dislike

the most—is: What do you think? This aversion to personal analysis and debate underscores the extent to which critical thinking is undervalued in Canadian classrooms.

Several factors contribute to this lack of emphasis on critical thinking. One key reason is that teachers themselves are products of the same educational system and may lack the confidence or willingness to engage in critical discourse. Additionally, fostering critical discussions can be perceived as "risky" in a school environment, where both students and parents may respond negatively. Too often, attempts to encourage critical engagement are met with accusations of insensitivity or a failure to provide a "safe learning environment." While students should undoubtedly feel safe in classroom discussions, the idea that controversial topics inherently create an "unsafe environment" highlights a societal discomfort with open debate rather than actual harm.

At the end of the day, today's students are tomorrow's citizens. In a world that is becoming increasingly complex, difficult to navigate, and saturated with conflicting information, the ability to think critically is more essential than ever. The Canadian education system cannot and should not neglect this crucial skill. A major shift is needed in how content is delivered in our schools. Students should be taught, encouraged, and praised for engaging with material, reflecting on it, and expressing their own views—respectfully, thoughtfully, and authentically. If we fail to instill this ability in the classroom, we risk raising a generation unequipped to engage meaningfully with the world around them.

Comments: dotan.rousso@sait.ca

Dr. Dotan Rousso. Born and raised in Israel. Holds a Ph.D. in Law—a former criminal prosecutor in Israel. He lives in Alberta and teaches Philosophy at the Southern Alberta Institute of Technology (SAIT).