A Postmodern Framework for Developing Critical Thinking Skills

Whatley, Art; Dyck, Loren R.

doi:10.1300/j066v11n04_02

Cited by 2 publications

(6 citation statements)

References 7 publications

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“…In this sense, despite the fact that these instructional approaches do not follow a "banking education model" [3] (Freire, 1970), their impact in transforming unjust social structures may be limited, as they do not systematically engage students in an analysis of the historical conditions that have established and sustained oppressive social structures perpetuated by hegemonic powers. Critical pedagogy structures learning experiences that raise awareness of how power and authority shape knowledge, organizations and society (Whatley and Dyck, 1999). Freire (1970) proposed a dialogic method to accomplish a liberating education that not only raises awareness of oppressive conditions, but also of the possibilities of transforming such conditions by renaming reality and recognizing the power within the community to shape its own reality.…”

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

“…Self-reflection helps students to anchor themselves in the wider context, recognizing the connections "between their individual problems and experiences and the social contexts in which they are embedded" (What is Critical Pedagogy?, 2009). Diverse researchers in management education have followed Freire (1970) in establishing that a banking education model is ineffective in the current context of continuous knowledge production, global interdependence and rapid changes that require creativity and flexibility, all of which underscore the importance of educating a manager who is able to think critically (Antonacopoulou, 2010;French and Tracey, 2010;Neville, 2007;Reid and Anderson, 2012;Whatley and Dyck, 1999). However, establishing a consensus on what constitutes critical thinking has proven elusive, which in turn reflects diverse instructional approaches (French and Tracey, 2010), ranging from a focus on developing specific critical thinking skills to a focus on critical pedagogy as described above.…”

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

“…(2) Skepticism about existing truths, authority and conventions, which leads to the identification of underlying assumptions in knowledge claims. This skepticism also raises awareness of the ways in which social, political and economic structures and dynamics impact the production and dissemination of knowledge (Antonacopoulou, 2010;Caproni and Arias, 1997;French and Tracey, 2010;Neville, 2007;Whatley and Dyck, 1999).…”

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

“…(3) Ability to think outside the box, consider alternatives to the status quo, and recognize underrepresented views (Caproni and Arias, 1997;Neville, 2007;Whatley and Dyck, 1999).…”

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

See 3 more Smart Citations

Can civility be taught to Latin-American MBAs? Implications of case-method use for the development of civic behaviour in managerial education

Jaén

Reficco

Ossa

2014

Management Decision

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Purpose – The purpose of this paper is to examine the formative potential of the case method on MBA students’ “civility” – the procedural dimension of the ethics field. While a robust literature has focussed on the impact of teaching ethics (content) on students’ behavior, to-date no study has explored the link between the pedagogy used (method) and students behavioral dispositions. Design/methodology/approach – A thorough theory review was conducted, covering the different pedagogy literatures that frame the discussion on the link between learning methods and ethics in general, and civic-minded behavior in particular. Drawing on relevant findings from these literatures, some implications are drawn, and tentative propositions are laid out. Findings – The study seeks to readdress the existing imbalance between the cognitive and the formative aspects of education, placing emphasis on the latter. The paper proposes that, other things being equal, MBA programs that make intensive and systematic use of the case method will foster civility among students. Through the iterative practices embedded in the case method, students internalize a number of behavioral predispositions that form the basis of civic behavior. Practical implications – This paper calls for an approach in managerial education that goes beyond the transmission of knowledge. In particular, the paper emphasize the importance of seeing the MBA as “little schools of democracy,” where civic-oriented inclinations can take root in future business leaders. This finding carries substantial implications for business schools and professors, in Latin America and beyond. Originality/value – The transmission of technical knowledge has traditionally been considered the backbone of managerial education – a purely cognitive process. This paper, on the other hand, seeks to highlight the transformative potential of the MBA through the use of the appropriate learning methodologies - the case method in particular. By focussing on the concept of civility, the paper seek to go beyond the prevailing focus on content among ethics scholars and highlight the relevance of habits as a necessary first step on the shaping of civic-minded business leaders. This paper adds a much needed missing link between learning methods and civic behavior.

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Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

“…(3) Ability to think outside the box, consider alternatives to the status quo, and recognize underrepresented views (Caproni and Arias, 1997;Neville, 2007;Whatley and Dyck, 1999).…”

Section: Development Of Civic Behaviour In Managerial Educationmentioning

confidence: 99%

See 2 more Smart Citations

Can civility be taught to Latin-American MBAs? Implications of case-method use for the development of civic behaviour in managerial education

Jaén

Reficco

Ossa

2014

Management Decision

View full text Add to dashboard Cite

show abstract

“…Critical thinking skills are becoming an increasingly important component of management education (Smith 2003;Whatley and Dyck 2000), as well as at various levels of higher education (Cameron and Richmond 2002;Elder and Paul 2000, 2001a, 2001bHemming 2000;Paul and Elder 2002;Williams and Worth 2001), including distance education programs (Garrison, Anderson, and Archer 2001;Jeong 2003;McKendree et al 2002).…”

Section: Us Army Reservementioning

confidence: 99%