Can you elaborate on this? As far as I can tell, laziness is definitely a barrier to thinking about thinking. For example, if I wanted to teach a group of students about a cognitive bias, they would have to do some reading about it or at the very least listen to a presentation or lecture. But a great deal of students simply don't want to put forward the effort to read a passage or listen to a lecture, and would rather just sit there and stare at their desks.

(This is not idle speculation--in early 2010, when I was in high school, I read Cognitive Biases Potentially Affecting Judgment of Global Risks and was so amazed by the material that I taught a ten-minute lecture on it to a 12th grade history class and three 9th grade biology classes as an extra-credit project. When I talked to people afterward to get feedback, what shocked me the most was how many people were only idly listening and not thinking about what they heard.)