Abstract
Groupthink is an unhealthy decision-making pattern characterized by a high degree of cohesiveness and a striving for consensus among the members of a decision-making group. This article considers the classroom as a potential contributor to the groupthink phenomenon, comparing the antecedent conditions for group think with typical classroom conditions and expectations. With a plausible, though unproven, link between the classroom and group think decision making, four suggestions are offered teachers for encouraging independent thought and action in students. The four suggestions include adding critical-thinking skills, decision-making skills, small group communication skills, and conflict management skills to the curriculum. These additions are possible and valuable at every educational level.
Document Type
Article
Publication Date
1992
Publisher Statement
Copyright © 1992 Project Innovation, Inc. This article first appeared in Journal of Instructional Psychology 19:2 (1992), 99-106.
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Recommended Citation
Johnson, Scott D., and Richard L. Weaver, II. "Groupthink and the Classroom: Changing Familiar Patterns to Encourage Critical Thought." Journal of Instructional Psychology 19, no. 2 (1992): 99-106.