John, I agree with 99% of your argument, but as a former college English lecturer, I have to disagree with your comments on the idea of "coming up with a thesis and then supporting it" as leading to dangerous thinking. That is a rhetorical technique for writing persuasive arguments and a tool for teaching students to be able to back up their claims with evidence. Too many students make nefarious claims and have NO IDEA how to support their arguments. Many students come out of high school with no critical thinking ability, and being able to support a claim with logic and/or evidence is an important skill that needs to be developed.
I almost did not respond because of the hijack, but I think I can get this on topic.
For the first decade of my life as an English teacher, I would have agreed with you. I then grew tired of fuzzy logic and weak arguments presented in proper rhetorical technique. When I realized I was doing everything backwards and focused instead on teaching thinking, observing, and drawing conclusions instead of rhetorical technique, I was stunned by the soaring improvement in my students. This led eventually to the part of my career when I was teaching teachers how to teach.
During those years, teachers responded much as you did. I therefore have a ready arsenal of many hours of responses should you be interested in pursuing this.
You are right that the typical student has no idea how to form an effective argument. That is because they have been taught to use rhetorical technique in lieu of thought. Try teaching them instead to examine the facts with an objective eye and you will be shocked by the results. When students really understand why they believe something, they have no trouble making an effective argument. When they have instead plucked an opinion out of the air, it all comes down to rhetorical technique.
For the purposes of this thread, it is all the same. We need to draw conclusions based on the facts before us, not preconceived opinions.