Well, in my experience, too many students sit their and ask nothing because they do not know what to ask. If a professor wants input and questions there are ways other than the talking head approach to conduct a course. Sounds like you were in a situation of old methodologies of instructions. I find these awful for students to gain what they need to gain, critical thinking. Again, don't assume your situation is how all course are run or certainly how they are conducted under new accreditation standards.
If we don't question ourselves including our methodologies then we serve no one.
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Outside of philosophy classes critical thinking wasn't particularly welcome, no. But like I said, the hard sciences didn't fall into the category of indoctrination. Biology and Physics and Calculus were all too busy trying to beat their formulas and facts into the students memory to bother with things like demanding you accept that holding a door open for someone is condescending and sends them the message that you think they are so incompetent as to not be able to do so for themselves. I wouldn't attribute it to all classes, but to the general culture on campus, and to the softer classes like Business, Psychology, Sociology, History, Government, etc.
I can say, from attending 2 Universities, and having 2 sisters who attended 2 other Universities that the culture among most faculties in our region tends to be far left, and tends toward indoctrination, rather than critical discussion. They avoided philosophy, which was something I've always been interested in, so their critical thinking training at the University level was atrophied. Of course, I can only blame so much on the University. I obviously failed to instill in them the skills of critical thinking, so the blame lies in the home first.