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Deficient Critical Thinking Skills among College Graduates Implications for leadership
Deficient Critical Thinking Skills among College Graduates Implications for leadership
To cite this article: KEVIN L. FLORES , GINA S. MATKIN , MARK E. BURBACH , COURTNEY
E. QUINN & HEATH HARDING (2012) Deficient Critical Thinking Skills among College Graduates:
Implications for leadership, Educational Philosophy and Theory, 44:2, 212-230, DOI: 10.1111/
j.1469-5812.2010.00672.x
Abstract
Although higher education understands the need to develop critical thinkers, it has not lived up
to the task consistently. Students are graduating deficient in these skills, unprepared to think
critically once in the workforce. Limited development of cognitive processing skills leads to less
effective leaders. Various definitions of critical thinking are examined to develop a general
construct to guide the discussion as critical thinking is linked to constructivism, leadership, and
education. Most pedagogy is content-based built on deep knowledge. Successful critical thinking
pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the
challenges faced by higher education moving to a critical thinking curricula are discussed, and
recommendations are offered for improving outcomes.
Introduction
In 1597 Francis Bacon penned the now famous phrase ‘scientia potentia est’. These
words have since been paraphrased into ‘knowledge is power’. Knowledge as perceived
by some is a static concept. The essence of knowledge has been the subject of debate for
millennia. Knowledge encompasses the collection of facts and information pertinent
to a specific subject. Halpern (1996) suggests that knowledge is not static but rather
dynamic as current knowledge builds on old knowledge, which in turn generates new
knowledge. Knowledge has always been valued by society. A report produced by the U.
S. Department of Education, Institute of Education Services (2008) indicated that the
United States has more educated people than at any time in the past. In 1910 only 2.7%
of the population over the age of 25 had a four-year degree. This number has increased
every year with that number climbing to 29.6% in 2007. A college degree has become the
currency of the job application process. Those without degrees need not apply. With so
many educated people why do we still witness behaviors and thoughts that are ill-
conceived, making one shake one’s head in disbelief? ‘Although Americans today are
more highly educated than ever before, they are not necessarily better educated’ (Tsui,
2002, p. 740). Mere education does not necessarily lead to better thinkers. Tsui (2002)
Education Constructivism
Leadership
Education Leadership
differentiates between teaching students what to think (highly educated) and teaching
them how to think (better educated). What appears to be lacking is the ability to take
knowledge and transform it into uses that benefit not only the individual, but more
importantly, society as a whole. In this sense, thinking then becomes the application of
knowledge.
That we as humans think is often taken for granted. It is a process so natural that we fail
to realize how it is accomplished. Much of what we think is based on rote and requires no
special application of thinking.We apply knowledge when we do simple math or compose
a grammatically correct sentence. Decisions are made in these examples but these actions
happen almost without thought. This thinking is vastly different from understanding
why we hold certain values. The ability to see beyond simple facts, to think at a more
comprehensive level, is critical thinking. Paul (2005) suggested that ‘critical thinking is
the art of thinking about thinking in an intellectually disciplined manner’ (p. 28). This
definition goes beyond merely giving thought to something; it involves intentional
consideration. The definition is elegant in its simplicity, but it may not capture the entire
essence of critical thinking. Over the years there have been several theories dealing with
critical thinking. Understanding critical thinking is essential since it touches many aspects
of our lives, and many of these aspects are interrelated. Merging ideas from constructivism,
education, and leadership within the theme of critical thinking will prove informative.
Figure 1 shows the relationship of critical thinking to constructivism, education, and
leadership. Education and leadership are encapsulated within the constructivist frame-
work from a thinking frame of reference. Constructivism helps us understand how we
develop as adults, how we learn in the educational system, and ultimately how we perform
in leadership positions. Leadership is then built upon this knowledge base and experience
as one integrates critical thinking with formal education within a constructivist develop-
ment framework.Viewing these interrelationships through a critical thinking lens will help
develop a more comprehensive perspective of critical thinking. By examining critical
thinking within these constructs it is also hoped that we can move from a theoretical
understanding to being able to operationalize critical thinking.
If critical thinking skills are not well-developed through the educational system, there
are ramifications to our ability to make meaning in the workforce. If our ability to make
meaning is limited by deficient critical thinking, it will have an impact on our ability to
lead. Leaders without the full scope of leadership attributes (including higher cognitive
processing) are less effective (Drath, 1990). Leadership mistakes can be costly and hard
sensitive approach that lies between the rationalists and technicists in which the ‘aporetic
urges the thinking subject to wonder not only about problematic situations but also
about what is usually taken for granted, and to wander in alternative and as yet unexplored
cognitive paths’ (p. 616). Burbules (1995) espouses a pedagogical approach which
teaches students to think ‘differently’ by considering alternative perspectives and being
open to the unexpected. He suggests a dialogical approach to knowledge aimed at
producing new understanding where learners are allowed to construct personal meaning
based on these alternative perspectives (Burbules, 1993).
Another dichotomous framework of critical thinking posits that there are generalists
and specifists (Davies, 2006). Generalists hold that critical thinking is a universal skill,
while specifists believe that in order to think critically one must possess deep knowledge
of a subject area. McPeck (1990) argues that critical thinking must be domain specific
and that there are sparse general thinking skills. To be a critical thinker, McPeck believes
one must possess profound knowledge of a subject area. Only after mastery can one
become a critical thinker, but critical thinking is then limited to the content mastered.
Davies (2006) finds fault in the forced dichotomy of this framework and suggests an
‘infusion’ approach that utilizes concepts from both paradigms. Mason (2007) takes a
completely different path, as he believes that critical thinking is driven by moral impera-
tives that lead to a more humane world. As moral values are introduced into the milieu
of critical thinking, one is forced to be reflective through introspection.
thing we have, as something we are’ (Kegan & Lahey, 1983, p. 202). There are no value
judgments made based on how one constructs meaning. From the standpoint of the
individual, their personal meaning-making is the only reality they know. It does, however,
have implications for critical thinking and the quality of those decisions. If critical
thinking has become such a valued commodity in today’s chaotic world, one may need
to consider the developmental stage of individuals as one looks for ways to enhance
critical thinking (Barbuto, 2000).
Constructivism should be considered when examining education and leadership devel-
opment, since developmental stages are directly tied to critical thinking abilities. The
ability to think in new ways and arrange knowledge in new patterns lies at the heart of adult
development. Adult development theory suggests that all people travel through different
stages of development as they mature. The differentiation between stages lies in how
people make meaning (construct) their reality. A person’s meaning-making process serves
as the constraint for personal development at any given stage making modification of one’s
construction paradigm necessarily evolutionary as ‘people use their mental powers to
analyze and test ideas in their minds’ (Raskin, 2008, p. 6). This meaning-making process
becomes more important than acquiring specific knowledge and skills (Lutz & Huitt,
2004). Puolimatka (2003) linked constructivism to critical thinking by asserting that
‘critical thinking is self-correcting, because it is subject to constant evaluation in the
framework of objective criteria’ (p. 10). Similarly, non-egocentric processing calls for
understanding the needs of the situation as it relates to others (society).When decisions are
no longer driven by the desire to satisfy ego needs, one can consider the implications of any
decision on others and incorporate other worldviews as one’s personal viewpoint becomes
one of many.To be able to examine information from this perspective requires one to have
a worldview that allows for more complex meaning-making.
Kegan (1982) developed a well-known model of adult development based on con-
structivism. In his model people take an active role in organizing their experiences into
meaning (Erikson, 2006) and can journey through six stages throughout their lives. The
six stages are: incorporative-embedded in reflexes; impulsive-embedded in impulse and
perception; imperial-embedded in enduring disposition, needs, interests, and wishes;
interpersonal-embedded in mutuality and interpersonal concordance; institutional-
embedded in personal autonomy and self-system identity; and interindividual-embedded
in interpenetration of systems. Each successive stage calls for more evolved meaning-
making. People advance through the stages as their worldviews change. ‘The essence of
developmental movement is the shifting between what is perceived as subject (self) and
what is perceived as object (other)’ (Drath, 1990, p. 486). Those at lower stages would
tend to view the world from a very self-centered perspective (egocentric), making it
highly improbable that they could consider the needs of others in their decision-making
process, thus calling into question their ability to be effective critical thinkers.
Fisher et al. (1987) describe the same developmental requirement in their four-stage
model of adult development. Mezirow’s (2003) model of adult learning theory was
labeled transformational learning and was rooted in metacognitive reasoning. ‘The goal
of transformational learning is independent thinking’ (Merriam, 2004, p. 61). Indepen-
dent thinking is the critical evaluation of information. Two core elements of transforma-
tional learning are critical reflection and rational/reflective discourse. Through the
process of reflective discourse, the assumptions one holds must be critically assessed
against new information.There is no sacredness to things taken for granted, even though
these beliefs may form the foundation of our identity. To critically question what one
believes can be an extremely difficult exercise. This model also presupposes one must be
at an advanced developmental level to think critically. Put in adult development terms,
one must be at a higher meaning-making stage to enact transformational learning.
McCauley et al. (2006) examined constructive development in relation to leadership
as they developed a taxonomy of constructive development. Their model takes the
work of Kegan (1982), Torbert (1987), and Kohlberg (1969), and overlays a three-stage
schema. The three stages of development are dependent, independent, and inter-
independent. Key characteristics of their model are: people actively construct ways of
understanding and making sense of themselves; there are stages, or identifiable patterns
of meaning-making shared by people; these stages unfold in specific unchangeable
sequences; people do not regress to lower stages; each stage is more complex than the
previous stage; movement from one stage to the next is driven by the limitations in the
current stage of constructing meaning; and the stage one operates from influences what
they can be aware of and notice. In the dependent stage individuals depend on others to
construct reality. In the independent stage individuals understand themselves as an
independent self-possessed entity. In the inter-independent stage the self is now under-
stood as a mercurial entity capable of multiple forms in response to life’s contingencies.
Based on this model, it can be conjectured that individuals at the dependent stage are
incapable of critical thinking because they are so self-centered it would be implausible for
them to think beyond their ego needs. ‘One of the most important abilities a thinker can
have is the ability to monitor and assess his or her own thinking while processing the
thinking of others’ (Paul, 2005, p. 32). To process information in a non-egocentric way,
one would necessarily have to reside in at least the independent stage.
that can be enhanced by critical thinking.The new demands of leadership require ethical
behavior, the ability to work with diverse populations, and the ability to think from a
systems perspective.
There is no shortage of stories involving ethical lapses by leaders in the news. Social
learning theory suggests that individuals learn to become ethical by observing leaders who
exhibit ethical behaviors (Brown et al., 2005). We can create more ethical leaders by
instilling critical thinking in the leadership ranks. Brown et al. (2005) suggest that leaders
must discern the norms in operation based on contextual clues, a skill that requires one to
understand and interpret organizational and interpersonal dynamics. Servant leadership
(Greenleaf, 1977) proposes that decisions that benefit only the leader serve no valid
purpose. Leaders need to be seen as altruistic and creating just work environments (Brown
et al., 2005), necessitating the ability to understand the needs of followers and society.
Due to the changing nature of the demographic make up of the workforce, leaders must
be able to lead diverse groups of people, such as women, or ethnic and racial minorities,
who may be underrepresented, to be most effective. However, there continues to be bias
against members of these groups (Duehr & Bono, 2006; Greenhaus et al., 1990) as the
white male is still viewed as the prototypical leader (Chung-Herrera & Lankau, 2005).This
is important as diverse organizations make better decisions (Page, 2007) calling into
question the old leadership paradigm. Leadership based on a homogeneous followership
will no longer work. Since leaders tend to surround themselves with like-minded people
(Giberson et al., 2005) it will require a different kind of thinking to break the cycle. Critical
thinking can provide the means for moving beyond these self-imposed limitations.
Critical thinking from a leadership perspective entails the ability to think complexly.
Senge (1990) discussed systems thinking that he referred to as the ‘fifth discipline’.
Although he uses different language to define systems thinking, as he operationalizes
systems thinking, the outcome is critical thinking, as leaders must be able to see the big
picture and assemble all the new and disparate pieces of information into a meaningful
whole. Organizations that will thrive in the future will have leaders that can discern ways
to address the consequences of a changing workforce by imagining people in roles different
than traditionally experienced. For instance, critical thinking leads to more accepting
attitudes of women (Loo & Thorpe, 2005). One can then conjecture that higher critical
thinking skills might also lead to more accepting views of other minorities as well.
Leadership in the global economy also dictates new competencies (Hoppe, 2007).The
world now exists as a global market with lines of demarcation becoming fuzzy at best.
The ability to understand the influences that culture plays in these types of interactions
is key to long-term success in the global economy (Teagarden, 2007). Individuals would
need to be at least at the independent level to be effective (McCauley et al., 2006). The
consideration and acceptance of difference must happen outside the egocentric sphere of
dependent stage leaders. Since it has already been posited that global leaders must
operate from the independent stage (be able to consider the viewpoint of others), one
could also postulate that effective global leadership requires critical thinking.
Leadership is not inert; it is a very dynamic endeavor. Leaders must remain relevant
(Wyche, 2008) by overcoming the shortcomings associated with moving up the corporate
ladder (Drath, 1990). Leaders must give credence to the emotional and mental aspects
of leadership by spending time in introspection and making careful observation of the
environment through such things as reflection and self-awareness. These represent new
competencies for leaders. Wyche (2008) posits that this type of learning goes beyond the
formal educational system and content based-knowledge. Organizations must recognize
that leaders in different stages of their career possess different skills and have different
critical thinking needs. Executive coaching, based on career development stage, has been
found to increase critical thinking (Axelrod, 2005).
If employers want critical thinkers, and colleges and universities want to produce
critical thinkers, but both agree the current wave of students is deficient in this area, ‘the
question becomes who is responsible for imparting critical thinking?’ Employers over-
whelmingly believe the responsibility is with the four-year colleges and universities (The
Conference Board, 2006). Of those who responded, 68.4% thought it was the respon-
sibility of four-year educational systems to equip the next generation of leaders with
critical thinking skills. How has higher education performed to date given this mandate?
The general consensus is that the educational system has not performed well in
consistently producing critical thinkers (Barbuto, 2000; Burbach et al., 2004; del Bueno,
2005; Lizzio & Wilson, 2007; Paul, 2005; Pithers & Soden 2000). Paul (2005) offers
three reasons for this discrepancy. He believes the majority of teachers do not understand
the concept of critical thinking. One cannot effectively teach what one does not under-
stand. He further posits that most teachers do not realize they operate from this deficit
position. Lastly, he blames the continued use of traditional teaching techniques such as
memorization and lectures. Evidence suggests that traditional formal classroom instruc-
tion rarely leads to critical thinking (Lizzio & Wilson, 2007). These methods fail to
emotionally engage students and do not require them to examine their assumptions.
Without this self-reflection aspect, it is difficult for students to develop critical thinking
skills. There is an egocentric component that is necessary before students can move to a
different meaning-making stage. Students must experience the limitations of an egocen-
tric worldview before they can advance. If the educational system is not graduating
critical thinkers there is a need for the re-evaluation of current curricula.
with real world issues, open ended classroom discussions, and inquiry-based experi-
ments. Likewise, nursing students provided a curriculum structured on problem-based
learning theory utilizing context based knowledge with real world inputs demonstrated
increased critical thinking compared to those who experienced traditional classroom
lectures (Tiwari et al., 2006). Problem-based learning requires objective and critical
analysis of all pertinent information and merges real life problems with content knowl-
edge (Maudsley & Strivens, 2000; Hannon et al., 2004). This experiential learning
enhances critical thinking, professional knowledge acquisition, problem solving, and
life-long learning. This model places value on the student’s previous knowledge and
experience. Problem-based learning facilitates learning rather than directing learning. A
similar approach suggests that courses with a community service component foster
critical thinking (Beckman, 1997; Burbach et al., 2004). Work-based learning also uti-
lizes experiential learning (Brodie & Irving, 2007). In this teaching model the applica-
tion of learning theory guides critical reflection, which in turn leads to development of
capability. Students must have, or develop, a disposition to understand when a particu-
lar skill is needed and the willingness to invoke the skill (Halpern, 1996). Active learning
which includes journal writing, service learning projects, small group participation, case
studies, and questioning in combination has also been found to lead to better critical
thinking (Burbach et al., 2004).
Peters (2007) argues that these different approaches indicate the need for educators to
be open to different kinds of thinking and styles of reasoning. He argues that cognitive
development does not operate in a vacuum and therefore needs to recognize the histori-
cal and cultural ties to thinking. He uses the typology developed by Heidegger (1966) to
illustrate his point. Heidegger sees kinds of thinking as: opinion, representing, reason-
ing, problem-solving, conceiving, practical judgment, the meaning of being, and post-
meta-physical being. There are also styles of reasoning driven by ‘thought collectives’.
These collectives develop uniform application of thought processes to define scientific
facts. New members are normalized in the existing thought process. Only through new
collectives can non-conforming thought processes thrive. It is in these discrepancies
(between old and new collectives) that critical thinking and innovation thrives.
Students who were taught a course using dialogue as the heuristic for processing ideas
in the classroom advanced the development of critical thinking (Mayo, 2002). Dialogue
was found to elicit creative thinking in college students. Students were required to attribute
anonymous statements to famous philosophers and explain their rationale in writing. In
addition, each was required to orally defend their reasoning. Dialogue leads to conceptual
understanding of frameworks and actively involves the student in the learning process
(Burbules, 1993; Pithers & Soden, 2000). This teaching model is rooted in the social
component of learning. Teachers need to be mindful that practice produces proficiency
and that their role should be as participant rather than director to be most effective.
Still another approach suggests that the key to teaching critical thinking is teaching to
the developmental stage of the student (Barbuto, 2000).The developmental stage should
be assessed using Kegan’s (1982) construct to determine the student’s meaning-making
worldview. Once this is known, the instructor can decide on the appropriate teaching
methods based on the objectives of the instructor. The outcomes need to be evaluated
continually and be used to guide future decisions. This approach recognizes that
students are at different developmental stages, and as a result, cannot all be taught in the
same manner.
How leaders make decisions impacts the quality of their decisions. The process of
thinking involves making sense of current issues in light of historical experiences.To avoid
distortion in this process one needs to be able to think critically. It may be that we can only
limit distortion given this parameter. Paul and Elder (2001) advanced a construct that
explains how the mind processes information. Inert information is learned information
that the thinker thinks they understand when in actuality they do not. This leads to
activated ignorance, or the use of inert information to guide thinking. Because activated
ignorance takes no special effort and is the apparent thing to do, it is easy for leaders to rely
erroneously on this type of thinking. Without critical thinking and reflection one will
naturally tend to use inert information. Critical thinkers can look past inert information to
develop activated knowledge, which in turns helps develop more knowledge, and better
decisions.
Recommendations
The information reviewed sheds light on the need to be more intentional in developing
critical thinkers. The onus to develop critical thinking leaders rests with higher educa-
tion. There are five recommendations for higher education that result from this critical
thinking overview. Education needs to redefine their ultimate goal so that critical think-
ing becomes a component of this newly defined success. This represents a move away
from purely content-based instruction and more importantly, represents a philosophical
shift. Critical thinking needs to move from being a ‘program’ to being part of the culture.
Formalizing training for teachers and creating specific classroom expectations will help
to develop this culture where critical thinking becomes embedded within the fabric of the
Future Research
The ability to think critically will become more necessary in the future. History has taught
us that the world around us only increases in complexity with each passing year.There will
never be a return to the ‘easy (less complicated) life’ we perceive to have existed in the past.
Being able to create thinking relationships in a meaningful way will bring significant value,
calling for continued research into different aspects of critical thinking.
Teaching critical thinking to kindergarten through age-12 students is ripe for investi-
gation. Are the techniques used for higher education transferable to lower grades? Does
critical thinking look different for children and pre-adolescents (Cuypers & Haji, 2006)
compared to college students? For that matter, can individuals at different stages of
development think critically? Certainly, as one changes the definition of critical thinking,
individuals at lower developmental levels can think critically. Perhaps, the answer is much
more complex and has to do more with how critical thinking manifests itself in different
developmental stages. Lastly, critical thinking has been examined from the narrow
perspective of the individual. Could it be that we have reached a time in our history, given
the complexity of issues, that true critical thinking cannot take place within one indi-
vidual? It has been suggested that we may need to revise our image of leadership as
belonging to individuals and move to thinking of leadership as something we do together
(Hoppe, 2007). Perhaps the same logic applies to critical thinking. In the future might we
define critical thinking as a collective phenomenon that is the synergistic product of a
group of people?
Conclusions
Critical thinking as a concept has far reaching implications. Critical thinking encom-
passes the application of knowledge after careful and measured examination of all
information and view points, to make decisions that are non-egocentric in nature.
Constructive adult development helps frame critical thinking within meaning-making.
It can be postulated that the ability to make meaning in more complex ways is directly
related to one’s developmental stage. At higher levels of meaning-making, leaders
become more effective. When leaders are more effective, organizations perform better.
Although higher education has been tasked with producing critical thinkers, the results
have been unsatisfactory to date. The repercussions are students entering the workforce
with deficient critical thinking skills. This in turn, has a direct impact on the ability to
remain competitive in a global marketplace. Higher education needs to realize their
current system is not fostering critical thinking. Changing to a critical thinking model
will be a prodigious, but necessary, undertaking.
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