Fostering Development of Agile Thinking Skills

Abstract

This research explores potential psychological and neurological impacts of teaching-to-repeat (i.e., methods that rely heavily on content memorization and recitation). The researchers argue that behavioral assumptions implicit to these methods produce educational outcomes that inhibit development of agile thinking skills valued by managers and marketing practitioners. Further, evidence reported by neuroscience researchers now reveals the possibility of persistent neurological effects that may oppose these capabilities as well. Applying these neuroscience findings, we propose and illustrate an alternative method we call teaching-to-vary that fosters the development of business graduates with agile thinking skills