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Those statistics were included in Academically Adrift, the 2011 book by Richard Arum and Josipa Roksa, which caused a stir when the authors asserted that students made little to no progress in critical-thinking ability during their college years.
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Courses dedicated to the subject can be found in the catalogs of many colleges and universities, while the latest generation of K-12 academic standards emphasize not just content but also the skills necessary to think critically about content taught in English, math, science and social studies classes.ĭespite this progress, 75 percent of employers claim the students they hire after 12, 16 or more years of formal education lack the ability to think critically and solve problems - despite the fact that nearly all educators claim to prioritize helping students develop those very skills. We have certainly made progress in critical-thinking education over the last five decades. Similarly, our democracy is today imperiled not by lack of access to data and opinions about the most important issues of the day, but rather by our inability to sort the true from the fake (or hopelessly biased).
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For close to 50 years, educators and politicians from classrooms to the Oval Office have stressed the importance of graduating students who are skilled critical thinkers.Ĭontent that once had to be drilled into students’ heads is now just a phone swipe away, but the ability to make sense of that information requires thinking critically about it.