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.

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Copyright © 1992 Project Innovation, Inc. This article first appeared in Journal of Instructional Psychology 19:2 (1992), 99-106.

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