摘要：It gladdened my heart when the faculty of organizational leadership at my university agreed to require a course in critical thinking. The evidence had been mounting that one way we could prepare students to participate in leadership without knowing precisely what they would be asked to do in the workplace was to develop their powers of critical thinking. No matter what the world might throw at them, these graduates could cope when the situation turned volatile, uncertain, complex, and ambiguous. And, coping when others could not, they were more likely to lead. This was the reasoning behind our decision to require critical thinking. Ricketts (2005) explored the relationship between leadership development and critical thinking skills. He concluded that leadership educators should teach critical thinking. The following essay suggests that leadership educators build upon this conclusion and consider critical thinking as a group or collaborative activity. By "collaboration" I paraphrase Schrage (1995) to refer to the process of two or more individuals creating a common understanding about a given problem they share. Here is why I believe critical thinking should be collaborative: .First, in most venues critical thinking already is a collaborative activity, so in preparing students we have to account for that reality. .Second, groups can afford to learn how to do this better, since collaborative critical thinking should have instrumental value. .Third, collaborative critical thinking has ethical value because it respects the dignity of each participant
