Vietnamese Schools: Developing Critical Thinking

A national conference titled “Philosophical Values and Knowledge in General Education in Vietnam Today” was held at Hanoi Pedagogical University in Vietnam’s capital. It was organized by the Vietnam Philosophical Association and the university’s Faculty of Philosophy.

Pham Van Duc, President of the Vietnam Philosophical Association, Professor and Doctor of Science, emphasized the importance of studying the role, values, and knowledge of philosophy in contemporary general education.

Tran Dang Sinh, Vice President of the Association, Associate Professor and Doctor of Science, stressed the need to develop students’ thinking skills, cognitive abilities, value orientations, and responsible behavior.

Four main areas of discussion were identified:

Primary education

The conference proposed exploring the possibility of integrating philosophical inquiry and dialogue methods into subjects taught in grades 1–5, including Ethics, Vietnamese Language, and Experiential Activities.

Through stories, images, and situations related to friendship, honesty, fairness, love, and responsibility, students would be encouraged to ask questions, express their thoughts, listen to others, and respect differing opinions. The aim is to develop curiosity, critical thinking, and empathy.

Lower secondary education

The proposal is to teach basic logic, conceptual analysis, and ethical reasoning by integrating them into subjects such as Civics, Literature, History and Geography, and Natural Sciences.

According to the conference participants, students should learn to distinguish opinions from facts, identify logical fallacies, assess the reliability of information, and consider issues from different perspectives. Topics such as fairness, equality, rights, duties, and responsibilities could be explored through classroom discussions and practical situations.

Upper secondary education

Conference participants also proposed exploring the development of thematic modules on knowledge, thinking, and philosophical values for upper secondary schools. These could be integrated into Economics and Law Education classes, as well as interdisciplinary educational activities.

Developing thinking skills

According to the conference participants, it is essential to ensure the continuous development of students’ thinking skills. In primary school, the priority is to develop the habit of asking questions and explaining ideas; in lower secondary school, the focus is on strengthening analytical and evaluative skills; and in upper secondary school, the emphasis is on independent reasoning and making responsible decisions.

Experts stressed that educational topics should be revisited at each successive level in greater depth, in line with students’ age and cognitive development.

Teacher training, the development of educational materials, and stronger cooperation between teacher-training institutions and schools were also highlighted as important priorities.

The conference organizers emphasized the need to foster a generation of independent thinkers who respect the truth, embrace humanistic values, and take responsibility for their communities.

Another important change aimed at strengthening public and government attention to general education in Vietnam also came into effect on November 1. Under the new regulations, school attendance is compulsory for children aged 6–14 who have not yet completed primary education. Parents and legal guardians are required to provide the necessary conditions and opportunities for children to complete their education.

The new regulations also provide more flexible opportunities to access education for people who are beyond school age but have not completed primary or secondary education, as well as for illiterate people aged 15–60.