Groupthink Essay

According to Johnson and Weaver (1992), groupthink is defined as “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” (Introduction, para. 1). The authors’ purpose for writing this article is to highlight how the use of groupthink is engrained in our educational system and how detrimental effects occur as a result. From a young age, students are conditioned to solve problems in school and using methods that fit within the norms of behavioral expectations. Johnson and Weaver (1992) mentioned that, “ there is a general unwillingness to question what has been presented in class” (Group Think in the Classroom, para. 6). Furthermore, Johnson

Johnson & Weaver (1992) stated that if students are not taught critical thinking, that is to question what is being said by an authority, they cannot learn to make their own connections or develop analytical skills (Changing the Conditions, para. 2). The importance of cohesiveness is not negated. Rather, it is considered an important component to improving the educational paradigm. However, cohesiveness can be achieved by encouraging cooperative argumentation “to form constructive forms of cohesion” (Changing the Conditions, para. 3). Johnson and Weaver (1992) claimed that including small group communication skills “gives students valuable help as they face the choices of the future” Changing the Conditions, para. 5). According to Johnson and Weaver (1992), conflict management skills need to be incorporated into the curriculum in addition to basic interpersonal communication skills in order to better model everyday situations that students are likely to face in the future (Changing the Conditions, para.