Case Scenario:
Consider how often what we learn reflects what others are doing around us. We watch, we imitate, we adapt what we see to our own styles and interests, we build from there. Now imagine learning to dance when the dancers around you are all invisible. Imagine learning a sport when the players who already know the game can't be seen. Bizarre as this may sound, something close to it happens all the time in one very important area of learning: learning to think. Thinking is pretty much invisible. To be sure, sometimes people explain the thoughts behind a particular conclusion, but often they do not. Mostly, thinking happens under the hood, within the marvelous engine of our mind brain (Ritchhart & Perkins, 2008).
Not only is others' thinking mostly invisible, so are many circumstances that invite thinking. We would like youngsters, and indeed adults, to become alert and thoughtful when they hear an unlikely rumor, face a tricky problem of planning their time, have a dispute with a friend, or encounter a politician's sweeping statement on television. However, research by our group and others shows that people are often simply oblivious to situations that invite thinking. For a number of years, we have been building what is called a dispositional view of good thinking that pays as much attention to people's alertness and attitudes as it does to thinking skills as such. We ask not only how well do people think once they get going but how disposed are they in the first place to pay attention to the other side of the case, question the evidence, look beyond obvious possibilities, and so on. Our findings argue that everyday thinking may suffer more from just plain missing the opportunities than from poor skills (Perkins, Tishman, Ritchhart, Donis, & Andrade, 2000; Perkins & Tishman, 2001).