Abstract
This chapter advances the argument that military colleges and universities should infuse and implement critical thinking in learning experiences to explore and develop values, character traits, and leadership skills in students (cadets). The chapter first surveys the literature concerning critical thinking, drawing from historical, philosophical, psychological, and educational evidence. The chapter then elucidates the Delphi Report's findings about CT and contends that military school educationists use the report as a guide for instructional strategies and educational experiences with students (cadets). By embracing the fundamentals of critical thinking through several perspectives and leveraging the elements of CT identified in the Delphi Report, military colleges and universities can initiate a renewed interest in leveraging the advantages of CT in their courses, offering students opportunities to become capable officers, productive citizens, and moral people.
TopIntroduction
Critical thinking (hereafter CT) skills and outcomes must be taught in higher education (Stassen, Herrington, and Henderson, 2011). Davies and Barnett (2015) indicated: “Unless efforts to promote criticality are present in the design of curricula, especially in teaching and in the teacher-student relationship, we cannot say we are espousing the cause of genuine higher education” (p.27). Although research suggests the spirit of CT and its use has been dismal at college campuses across the United States, Paul (2004) argued there was still universal agreement among faculty that CT was the most important goal of higher education.
There are several reasons for the teaching of CT in college and university classrooms. CT reinforces students’ discernments of the world around them and the decisions and judgments they make (Paul, 2004). CT also assists students with self-regulation and conflict resolution (Behar-Horenstein and Niu, 2011). From a utility-oriented standpoint, the demands of the global economy require students, as future employees, to possess a set of skills, to include CT (Franco and Vieira, 2019). There has also been discussion on how CT impacts citizenship and character formation (Behar-Horenstein and Niu, 2011). According to Delibovi (2018), CT development begins based on the character of the person willing to follow the rigorous requirements of CT. Hence, there is a symbiotic relationship between the two where “critical thought and character work together in an ascending spiral that reinforces both” (p. 21). Lastly, looking at higher education as a non-utilitarian endeavor, using the intellect for thoughtful investigations leads to learning as an end in itself and to an enlightened mind (Brann, 1999).
Military colleges and universities – a subset of higher educational institutions - are no less responsible for inculcating critical thinking practice and dispositions in their students (cadets). Indeed, one of the traditional goals of military colleges and universities is to educate and train future military leaders, who must possess critical thinking skills (Guillot, 2004). According to the U.S. Army’s ADP 6-22, Army Leadership and the Profession, a key component of leadership is mental agility which comprises critical thinking, defined as “purposeful and helps finds facts, challenge assumptions, solve problems, and make decisions” (p. 4-1). Closely associated with mental agility is flexibility and adaptability. The United States Armed Forces must recognize the need for their leaders to be flexible and open-minded to be able to adapt due to the fluid, changing, and chaotic nature of the environments with which they work (Thomas, 2009). Based on these realities, military colleges and universities must view CT as a necessary educational objective and common practice in educational contexts.
Key Terms in this Chapter
Reflective Thinking: A form of inquiry theorized by John Dewey; it consisted of a process of reflecting on one experience to the next, creating connections between these experiences resulting in a continuity of meaning, which leads to learning. It is a disciplined form of thinking and a social enterprise. This form of thinking requires those involved to have positive attitudes about personal growth and moral development (Rodgers, 2002).
Critical Thinking Dispositions: The tendencies or attitudes necessary to critically think. According to Ennis (2003) these include the commitment to being accurate, to seek alternative viewpoints, and to be empathic with others.
Military School Educationist: A trained and educated instructor who instructs students (cadets) in specific fields of study. The instructor may be currently in the military, had served in the military, or had not military experience at all. Normally, the military school educator participates in professional development and mandatory training/orientation. As with virtually every other school, the military school educator must have the proper credentials to be employed at a military school.
Reflective Skepticism: A form of skepticism theorized by McPeck (1981) which requires the person to know something about the topic under review and be able to ask meaningful and relatable questions.
Military Colleges and Universities: Educational institutions that include a military educational component in their curricula. The degree to which the institution implements a military educational emphasis is often based on the mission, history, and organizational affiliation of the institution. According to the Association of Military Colleges and Schools of the United States (AMCSUS, 2020), these schools are categorized as Military College Prep Schools, Military Junior Colleges, and Senior Military Colleges.
Delphi Report: A published report based on a Delphi Method research study which occurred from February 1988 to November of 1989. The research study consisted of an expert panel of academics who discussed notions of critical thinking until a consensus was reached. The report was written by Dr. Peter Facione and published in 1990.
Critical Thinking Skills: A set of competencies that are used when one thinks critically. According to the Delphi Report (1990), they consist of interpreting, analyzing, evaluating, and inferring in order to make a judgment. The judgments are based on specific criteria, evidence, concepts, methods, and context.