Much of the inservice is episodic, intellectually unchallenging, and fragmented. At most schools there is very little discussion on or about serious educational issues, and when there is such discussion it is often simplistic. And that is not all. The kind of instruction that is prevalent at all levels is didactic instruction. The kind of testing that is prevalent is multiple-choice focused on recall.
Most students pass their courses by relying on rote memorization.
Most teachers, even college professors, passed most of their courses in the same way. It is the thesis of this chapter that the models for thinking and the assessment of thinking presented in the schools are generally deeply flawed, and that the reason why this is so is systemic. I will also make recommendations at the end of this chapter as to the kind of action that is called for. Return to Critical Thinking Community Home Page.