By LANE WALLACE

January 9, 2010

A DECADE ago, Roger Martin, the new dean of the Rotman School of Management at the University of Toronto, had an epiphany. The leadership at his son’s elementary school had asked him to meet with its retiring principal to figure out how it could replicate her success.

He discovered that the principal thrived by thinking through clashing priorities and potential options, rather than hewing to any pre-planned strategy — the same approach taken by the managing partner of a successful international law firm in town.

“The ‘Eureka’ moment was when I could draw a data point between a hotshot, investment bank-oriented star lawyer and an elementary school principal,” Mr. Martin recalls. “I thought: ‘Holy smokes. In completely different situations, these people are thinking in very similar ways, and there may be something special about this pattern of thinking.’ ”

That insight led Mr. Martin to begin advocating what was then a radical idea in business education: that students needed to learn how to think critically and creatively every bit as much as they needed to learn finance or accounting. More specifically, they needed to learn how to approach problems from many perspectives and to combine various approaches to find innovative solutions.

In 1999, few others in the business-school world shared Mr. Martin’s view. But a decade and a seismic economic downturn later, things have changed. “I think there’s a feeling that people need to sharpen their thinking skills, whether it’s questioning assumptions, or looking at problems from multiple points of view,” says David A. Garvin, a Harvard Business School professor who is co-author with Srikant M. Datar and Patrick G. Cullen of an upcoming book, “Rethinking the M.B.A.: Business Education at a Crossroads.”

Learning how to think critically — how to imaginatively frame questions and consider multiple perspectives — has historically been associated with a liberal arts education, not a business school curriculum, so this change represents something of a tectonic shift for business school leaders. Mr. Martin even describes his goal as a kind of “liberal arts M.B.A.”

“The liberal arts desire,” he says, is to produce “holistic thinkers who think broadly and make these important moral decisions. I have the same goal.”

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