For the purpose of Presentation
- Statement of main theme
Despite the fact, that higher education has been emphasizing on the significance of the need to develop critical thinkers, this task could not be fulfilled in a consistent manner. This deficiency has resulted in lack of good leaders in workforce.
Pedagogy is highly related to knowledge but the element of critical thinking is not found which is creating problems. The constructive development of the adults helps in finding the way to think critically within the context of meaning-making. There is a very delicate and close link with the developmental stage of an individual and the capability of making meanings in multifaceted ways. As the meaning-making abilities are higher, the effectiveness of the leaders increases and so their performance affects the productivity of the organization. It is the higher education which has failed to fulfill its purpose in developing good leaders.
The biggest weakness of this argument is that these techniques are tested on adults and not sure to be transferred to lower grade children. This paper is posing an age restriction on individuals to think and reflect critically. This means that at lower developmental stage, one cannot think critically. Adulthood is a very narrow perspective that has been considered in this research. In addition, leadership should not be confined to any individual in particular and similar to this, critical thinking should also be tested further.
It supports the link between critical reflection and learning; each skill can be learned and taught. Leadership is incomplete without critical thinking skills. Being educated does not mean that one is able to reflect on that knowledge. The biggest strength is that it pointed out towards the lack of ability of the higher education to ensure the development of good critical thinkers.
- Argument summary