Some learning systems place emphasis on developing students’ reasoning and critical thinking abilities, but many students are of the opinion that they would benefit more from an education that also teaches them to explore their personal emotions. In this essay, I will shed light on the given issue before presenting my perspective.
On the one hand, there are multiple convincing reasons for educational institutes to concentrate on fostering students’ logical thinking. Firstly, it is the key indicator of problem-solving capabilities and a suitable scale of students’ academic progress. Having good reasoning and analytical skills grants students the ability to address a wide variety of theoretical and practical problems with high perplexity as they allow them to conceive of an effective solution that results in the least negative ramifications or in the shortest time span possible. To exemplify, being thoroughly trained to analyse reasonably and logically can facilitate students’ learning experiences and assist them in solving puzzling questions, prompting a boost in their academic performance and scholastic achievements. Additionally, students’ capacity for rational thinking is an apt measurement for their educational progress that generally comes in the form of grades. It is indisputably an appropriate and equitable method to monitor the development of their ability to handle complicated problems. Thus, this is a trustworthy source for admissions officers from universities to judge students and thereby make impartial decisions on whether to accept them or not.
On the other hand, some proponents still advocate for students being taught to delve into their emotions. It is undeniable that the need for implementing emotional values in education is of greater importance as they uncover students’ hidden potential and foster their holistic development. The fact that accentuating their logical thinking skills would hinder students’ development of intrinsic value and emotional outlet may also be cited. However, such inner qualities including moral fibre and personality traits can be indirectly assessed based on their perspective and solutions towards particular problems. From my point of view, educators should integrate the demonstration of feelings as a criterion into students’ reasoning skills rather than explicitly teach them to explore their own emotions, inasmuch as this approach would leverage their inherent morality while increasing efficiency through optimising their time and efforts.
In conclusion, given the merits of reasoning and critical thinking, it is my firm conviction that educational systems should draw attention to advancing the ability to think logically rather than searching for students’ ethical values. Nonetheless, display of emotions could be incorporated into the curriculum for it could strengthen intuitive thinking and help students make just decisions.