Since When Did Critical Thinking Become Subversive?
The contentious U.S. election has left me feeling battered and drained, much like the Oklahoma tornadoes that struck shortly before. Americans remain deeply divided in how the country should move forward, and many increasingly rely on social media headlines instead of fact-checking or thinking critically. Those who challenge misinformation are often publicly criticized or even canceled by friends and family.
Pastor Adam Hamilton from the Church of the Resurrection once said, “We don’t want you to check your head at the door of the church,”[1] meaning that it’s okay—and even encouraged—to dig deeper into important issues. Christians, he believes, should adopt a growth mindset.
This week, I found myself exploring two interconnected ideas: Socratic learning methods, which help people develop decision-making skills and a philosophical text on how our thinking can either propel us forward or hold us back. While these topics differ in their audiences and applications, they share common themes and offer insights into failure.
Socratic thinking is a strategic learning approach that encourages reasoning through open-ended questions rather than providing direct answers. It fosters curiosity, promotes discussion-based learning, and often leads to deeper, more memorable insights.[2] I plan to apply this method in my NPO project. However, its success depends on one key factor: students must have a growth mindset. As Carol Dweck explains in Mindset:
“A growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, strategies, and help from others.”[3]
In contrast, a fixed mindset is the belief that abilities and intelligence are static. People with a fixed mindset tend to avoid challenges, give up easily, and feel threatened by others’ success.
I noticed several shared themes when comparing Dweck’s ideas with Education for Judgment: The Artistry of Discussion Leadership by Roland et al.. Both works emphasize that abilities can be developed through effort and practice. They also stress the importance of feedback in honing decision-making skills. However, for individuals with a fixed mindset, feedback may be perceived as criticism and ignored.
We all face disappointments and setbacks in life, but as Dweck notes, those who view challenges as opportunities are more likely to thrive in tough times. This idea is particularly relevant in today’s politically and culturally divided world.
I became drawn to Socratic learning after realizing I had unknowingly used it during stakeholder conversations at a recent design workshop. I believe the outcome could have been even more robust with proper training. Additionally, one of my ministry partners founded the Acton Academy, described as a “one-room schoolhouse for the 21st century.”[4] Learning about their success stories has inspired me to explore alternative methods for public education. Socratic learning could be a powerful part of that mix.
Throughout Dweck’s book, it became clear to me that critical thinking and a growth mindset go hand in hand. Together, these approaches could create a transformative learning experience—one that, if applied in Oklahoma, could help raise its education ranking from 49th to 1st.
[1] Hamilton, Adam. Has Modern Science Replaced God? Church of the Resurrection, 2022. Accessed November 8, 2024. https://www.youtube.com/watch?v=h6ZVk0gtW4A.
[2] Christensen, C. Roland, David A. Garvin, and Ann Sweet, eds. Education for Judgment: The Artistry of Discussion Leadership. Boston, Mass: Harvard Business School Press, 1991.
[3] Dweck, Carol. Mindset: How You Can Fulfil Your Potential; Business, Parenting, Scholl, Relationships. London: Robinson, 2012.
[4] “Acton Academy | One-Room Schoolhouses for the 21st Century.” Accessed November 8, 2024. https://www.actonacademy.org.
About the Author
Jennifer Eckert
Fundraising director, people connector, believer in second chances, fights poverty, supports justice reform, lives a life integrated with Matthew 25.14 responses to “Since When Did Critical Thinking Become Subversive?”
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Jennifer, I love your comparison of Socratic learning to Dweck’s mindset. And your awareness that for those with a fixed mindset, feedback can be perceived as a threat, which would put them on the defensive.
As you consider how to implement these ideas in your project, how will you navigate the fact that some people will show up with a fixed mindset? Are you going to have a survey in advance to determine this or will you just work with people as they arrive? I’m curious about how you will implement these discoveries in your context.
Hi friend, what a great question. The audience for my NPO will be churches and faith communities. Just like in the broader community, people already have mixed opinions about incarcerated individuals. Some of those thoughts are warranted, and some aren’t. While my NPO deals with the issue of hunger among seniors and children due to parental incarceration, people with a fixed mindset are more likely to blame the incarcerated person. In these instances, I will rely on God’s help to either keep the person from participating in the NPO experience or He will use it to soften their hearts and really consider the ancillary consequences on families when a loved one is in prison. Thanks for asking!
And I’m with you; I’m exhausted by the campaign, but most especially by the inability of far too many people to THINK FOR THEMSELVES.
‘Nuff said…
I have such a hard time with that aspect, especially when the “non-thinkers” are educated and accomplished individuals. That is one reason why I am drawn to the method of Socratic thinking and have really gotten sucked into learning more.
Jennifer,
I appreciate your connection to the Socratic style of learning. Circling back to the election you mentioned at the beginning. Do you think that we can find ways to have a growth mindset as a community when we don’t all trust the same basic set of facts?
Good question, Adam. I shared my blog with the ministry partner who founded the Acton Academy and mentioned my comparison with Dweck. Her response was, “You are so wise to bring into your work the truth about growth mindset. We have found it is absolutely essentially for transformational learning to happen.”
To your question about a community — well, who comprises a community? Individual people. Do all of them think alike? No. Can we find ways to reach some? Absolutely.
The experiential learning opportunity through the prison simulation will be transformational for some whose hearts are already open and some whose hearts were closed beforehand. Jesus didn’t convince everyone along the course of his journey, and neither will we, but it doesn’t stop us from working for those who are ready to receive the good news!
HI Jennifer, I am fascinated about the experiential learning opportunity that you are working toward. I wonder if the very act of it being experience based it might touch more of someone’s senses and emotions opening them to become more aware of how life is for a person incarcerated, thus moving them from a fixed to a growth mindset. That being said, maybe the very fact that someone would participate in the experience could mean there might already be a slice of growth mindset on this topic. Any thought on this?
Great question! Just as people can change physically, their mindsets can change. So yes, I do believe that an experiential learning opportunity can indeed help move someone from a fixed mindset to a growth mindset, but I believe it doesn’t happen overnight or without dedicated practice and a willingness to see things in a new light. I think the middle ground between fixed and growth is a neutral mindset, which allows the person time and space to think through their the change in thinking.
Hi Jennifer. Thank you for this and your interweaving Socratic thinking to the conversation was great. Knowing some of your context, you are no doubt connected to a lot of people with a fixed mind complex. I agree with your statement critical thinking requires a growth mindset. I am interested to know as a leader do find amongst the fixed population do you see many that have growth mindset potential or do you feel all hope is lost?
Hope is never lost, and I have seen firsthand people who have “come around” to having a neutral mindset that remains somewhat limited and doesn’t flourish as much as it could. For example, a member of my family traditionally held deeply punitive beliefs about incarcerated people. Movies and political rhetoric instilled fear and perpetuated her beliefs. Eventually, she agreed to join me one time for an event in a women’s prison, which caused her heart to soften, and clarity and compassion resulted from it; however, she has no desire to go again nor do further learning beyond what I share with her. I doubt she will ever have a growth mindset in this area, but she definitely has it in other areas that interest her and are her passion.
Hi, Jennifer, I learn a lot from your post, thank you. I like the way you pointed out that ‘critical thinking’ and ‘growth mindset’ go hand in hand. And on top of that, you also talked about ‘Socratic learning’ and its use of open-ended questions. Would you give an example?
You bet:
Think about an instructor of a law class who asks a student to summarize the facts of a court case. The instructor then asks the student if they agree or disagree with the court’s findings and why. The instructor may change some of the facts of the case, and then ask the student to explain whether they still hold the same position, allowing him/her to explore different sides of the case and the reasons behind it. Learning becomes more of a two-way conversation rather than a one-sided lecture. Even in a lecture setting that allows students to ask questions, the teacher usually gives the answer, which is a hallmark example that the style is NOT Socratic learning.
Thank you for the explanation
Jennifer, thank you for your post and for introducing Socratic learning into the discussion. Considering your insights on Socratic learning and the significance of fostering a growth mindset, what strategies can be implemented in both educational and church settings to effectively encourage critical thinking and open dialogue among individuals who may initially have a fixed mindset?