pedagogical practices.

This study critically examined the Socratic Method as a template to appraise the nature of critical and reflective thinking in the pedagogical process of Nigeria’s basic
education in developing the educated person. The study explicated how Socratic Tradition can assist pedagogically, the development of critical minded student in Nigeria’s Basic level of education. Five research questions guided the study and the scope of the study is to
analyse how critical thinking is embedded within educational frameworks, curricula, and pedagogical practices, with a focus on its implicit presence and the extent to which it is explicitly taught, assessed and on students learning outcome. The study as one in the field of educational philosophy applied the relevant qualitative tools and techniques that ensured academic rigor. In this study, the attempt was on analysis of the epistemic imports of Socratic Tradition for education and the educated person and implication to Nigeria’s basic education. Specifically, the study relied on documentary analysis, which is interpretive phenomenological research method pivoted on hermeneutics, and also utilized the traditional methods of enquiry: namely the speculative;
analytic; and prescriptive methods. Findings revealed that the current ineffective pedagogical strategies in Nigerian schools like conformist model and authoritarian model are methods that kill creative ability of learners through teachers’ activities. If application of critical thinking pedagogy can be reawakened or energised in Nigerian educational philosophy and practice, there is every tendency that the quality of education received in Nigeria will improve through the deducible principles of Socrates. These principles includes mutual dialogue, appropriate questioning that engender enquiry, relaxed and conducive environment, linking curriculum contents and classroom activities to life outside classroom through solving true life problems in the classroom. On the basis of this deduction, it is therefore recommended for teachers at all levels of education, especially at the basic education level, as a paradigm shift in pedagogical skills, the acquisition and employment of critical thinking in developing more active learners by acquiring the skills of problem-solving, moral formation, independent thinking and autonomous learning through the process of teaching and learning in a formal school setting.