Critical Thinking in Higher Education in Oman: How is it Promoted in English-medium Specializations?

Although a skill found in human history and education since the times of Socrates, critical thinking was neglected in many parts of the world until recently when, fortunately, it staged a comeback with such thinkers as John Dewy (1938), Brunner (1996) and Ennin (1983), who called for its integration across disciplines. Critical thinking is believed to enhance the overall quality of learners powers of intellection, empowering them to make reasoned judgments about their academic studies, their future, and eventual employment. Thus in turn helps them to live a good life within a successful society. Academic programs in North America and the UK strongly support the teaching of critical thinking at all levels of education (Bailin et al, 1999, p. 285). But what about institutions in Arab countries which are known for their oral culture, memorization and a tradition of rote-learning? Do they emphasize critical thinking in those parts of their higher education systems which use English as a medium of instruction? In order to investigate so crucial an issue, the researchers have chosen Sultan Qaboos University as a case study. They will compare three English-medium specializations in the humanities colleges with three other specializations in the science-based colleges in terms of how they integrate and foster critical thinking.