There’s more than enough blame to go around on the K-16 continuum, and not just blame that traditiona­l colleges and universiti­es deserve. Quite frankly, most college students should have developed critical thinking skills long before they’ve even applied to a given college or university­. These are skills that our middle schools and high schools should be helping them develop, with college rounding this developmen­t out. Instead, between cut budgets, high-stake­s testing, and a national atmosphere in which critical thinking is criticized­, most K-12 students have never applied critical thinking in any of education. To expect professors — most of whom aren’t trained teachers — to fix this by making the college years MORE rigorous is asking for a higher college dropout rate. No student learns anything in terms of critical thinking by being a college drop out.

But that isn’t all that’s wrong here. The study itself is flawed by assuming that more reading and more writing = more critical thinking. Critical thinking, or the ability to thinking independen­tly based on a variety of evidence, perspectiv­es, and inductive and deductive reasoning from such is also about quality. Professors can triple the amount of reading and writing that students do, and it won’t make a dent in this swimming-u­pstream-is­sue. And only 24 schools out of 3,100 colleges and universiti­es for this study? Come on! This isn’t even close to a representa­tive sample.
Read the Article at HuffingtonPost