Final answer:
The claim regarding Kenyans' critical and creative thinking is multifaceted, involving habits of mind, socio-political influences, and unrecognized philosophical contributions. Education focuses not only on providing knowledge but also on developing critical thought, a skill that appears underrepresented. Philosophy and critical thinking can be promoted further through institutional encouragement.
Step-by-step explanation:
To assess the claim that "Most Kenyans do not think critically and creatively," it's important to consider several factors, including education habits, philosophical heritage, and socio-political context. Firstly, according to the provided statements, students often enter higher education with "poor habits of mind" and beliefs that hinder the development of their critical thinking skills. For example, if students think that all claims are merely opinions, they might not feel compelled to scrutinize them rigorously, potentially sacrificing depth in critical thought.
Additionally, historical socio-political challenges, such as tribalism and political competition, can impact the way individuals approach critical thinking. This may foster environments where groupthink prevails over independent and analytical reasoning. Moreover, the work of Kenyan philosopher Henry Odera Oruka, who emphasized that philosophy and ethics are not circumscribed to literate cultures, suggests that there is a basis for critical and creative thought in Kenya that may not have been systematically nurtured or recognized widely.
The impact of emotive reasoning and associative fallacies can also dampen critical thinking, as individuals may rely on emotions rather than logical reasoning when evaluating arguments. All these elements together point to a need for strengthening the foundations and encouragement of critical and creative thinking both in educational settings and in wider society.