Review of Management Innovation & Creativity
Intellectbase International Consortium
The transfer of critical thinking across domains presents both a significant
challenge and meaningful opportunity for college education as well as
programs of continuing education and · efforts to encourage lifelong learning.
After examining different approaches to teaching critical thinking, this paper examines some of
the barriers to transfer across domains using an interactionist perspective. This perspective
underscores the fact that developing and using critical thinking is a lifelong endeavor due to the
tunnel-vision tendencies that naturally follow from situated learning in a particular domain. Two
case studies are presented to illustrate the potential blinding effects of situated learning
resulting from years of on-the-job training in critical thinking. The domain of possible transfer is
a medical diagnosis of a terminal condition. Questions are raised about how critically-thinking
patients might approach an assertion of this magnitude. Implication for adult education and
self-directed learning are discussed.
Geertsen, Reed, "Barriers to Critical Thinking Across Domains" (2013). Sociology, Social Work and Anthropology Faculty Publications. Paper 445.