Developing Meaning-Making to Promote Critical Thinking

Background

Perhaps more than in the past, today’s teachers are asked to develop their students’ abilities to think critically (AAC&U, 2005; Hart Research Associates, 2013). Yet, a recent article in the Huffington Post indicates that institutions of higher education are, “not preparing graduates for the kinds of interdisciplinary critical thinking roles they will be asked to play in the work force or as citizens” (Kerry, 2013, para 6). Additionally, a report produced by Northeastern University (2013) stated that 62 percent of respondents said colleges were only doing a “fair” or “poor” job of preparing graduates for the work force (p. 8). In spite of the preparation graduates are receiving from institutions of higher education, employers continue to look for, “skills of communication and critical thinking, innovation and collaboration, integrity and responsibility” (Krislov and Volk, 2014, para 13). Thus, while today’s teachers are being asked to develop critical thinking skills within their students, it does not appear as though the teachers themselves are prepared as critical thinkers. Assisting others in developing an ability to critically think requires that those who do so are also critical thinkers. Kegan (1994) raised this point by asking, “Are we willing to support people’s moves to places we ourselves have already been? Are we able to be good company on the path to fresh discoveries no longer fresh to us?” (p. 292-293), which highlights that individuals helping develop others need themselves be already developed. Zull (2002) also builds upon the claim that teachers must become critical thinkers in order to cultivate critical thinking in others by discussing the connection between the physical brain and the learning process. Zull speaks about the importance of teachers showing their students what it is that teachers hope students will learn, saying, “People see what we show, and when they truly see, when their eyes are opened, they will not need our explanations” (p. 147). This is not to mean that teachers should do the work for their students, but, rather, identify and explore examples that effectively illustrate and role model the points deemed most important. Zull asks, “What do we really want our students to learn? … We should show what we hope our students will eventually be able to do themselves” (p. 147). Successful teachers must have the capacity for critical thought and then demonstrate that ability for their students. Hence, the process of preparing students who desire to become teachers must intentionally develop critical thinking ability if the goal is to have them develop critical thinking within their own students. Developing greater capacity to critically think requires a greater capacity to make meaning complexly, which is discussed next.