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Author: Ken Brown
Publisher: Routledge
ISBN: 0429856482
Category : Social Science
Languages : en
Pages : 325
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Book Description
Published in 1998. Interest in the subject of "critical thinking" has mounted, seeking ways to transcend rote learning and to remedy a widely perceived lack of critical, analytical abilities amongst school students. A growing literature on "teaching thinking" and "problem solving" maintains this commitment, reflecting a common belief that thinking skills of a general nature can not only be identified, but can be taught successfully. The paucity of empirical evidence that intellectual skills thus identified actually transfer between domains of thought or subject matters has done little to diminish faith in the possiblity that this is achievable. The principal message of this book is that theories of critical thinking which disregard its historical origins and dialectical, traditional character are likely to be seriously flawed. All human societies exhibit problem solving abilities, often of a high order - all language and thought is fundamentally criteriological. Relevant distinctions between critical thought and its alternative are found in history and culture, in dialogue and criticism, not just in the operations of individual minds. The critical traditions embody a sovereign principle - a criterion of the effectiveness of educational institutions to represent the legacy and social liberties and democratic values in which they are deeply enmeshed.
Author: Ken Brown
Publisher: Routledge
ISBN: 0429856482
Category : Social Science
Languages : en
Pages : 325
Get Book Here
Book Description
Published in 1998. Interest in the subject of "critical thinking" has mounted, seeking ways to transcend rote learning and to remedy a widely perceived lack of critical, analytical abilities amongst school students. A growing literature on "teaching thinking" and "problem solving" maintains this commitment, reflecting a common belief that thinking skills of a general nature can not only be identified, but can be taught successfully. The paucity of empirical evidence that intellectual skills thus identified actually transfer between domains of thought or subject matters has done little to diminish faith in the possiblity that this is achievable. The principal message of this book is that theories of critical thinking which disregard its historical origins and dialectical, traditional character are likely to be seriously flawed. All human societies exhibit problem solving abilities, often of a high order - all language and thought is fundamentally criteriological. Relevant distinctions between critical thought and its alternative are found in history and culture, in dialogue and criticism, not just in the operations of individual minds. The critical traditions embody a sovereign principle - a criterion of the effectiveness of educational institutions to represent the legacy and social liberties and democratic values in which they are deeply enmeshed.
Author: Ron Ritchhart
Publisher: John Wiley & Sons
ISBN: 111897462X
Category : Education
Languages : en
Pages : 391
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Book Description
Discover why and how schools must become places where thinking is valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.
Author: M. Davies
Publisher: Springer
ISBN: 1137378050
Category : Education
Languages : en
Pages : 628
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Book Description
The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.
Author: Vincent-Lancrin Stéphan
Publisher: OECD Publishing
ISBN: 926468400X
Category :
Languages : en
Pages : 360
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Book Description
Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education.
Author: Patricia H. Hinchey
Publisher: Peter Lang
ISBN: 9780820461496
Category : Education
Languages : en
Pages : 196
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Book Description
Many American educators are all too familiar with disengaged students, disenfranchised teachers, sanitized and irrelevant curricula, inadequate support for the neediest schools and students, and the tyranny of standardizing testing. This text invites teachers and would-be teachers unhappy with such conditions to consider becoming critical educators - professionals dedicated to creating schools that genuinely provide equal opportunity for all children. Assuming little or no background in critical theory, chapters address several essential questions to help readers develop the understanding and resolve necessary to become change agents. Why do critical theorists say that education is always political? How do traditional and critical agendas for schools differ? Which agenda benefits whose children? What classroom and policy changes does critical practice require? What risks must change agents accept? Resources point readers toward opportunities to deepen their understanding beyond the limits of these pages.
Author: bell hooks
Publisher: Routledge
ISBN: 1135263493
Category : Social Science
Languages : en
Pages : 199
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Book Description
In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.
Author: Richard A Quantz
Publisher: Routledge
ISBN: 1317260767
Category : Education
Languages : en
Pages : 308
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Book Description
Sociocultural Studies in Education: Critical Thinking for Democracy fills a void in the education of educators and citizens in a democracy. It explores some of the fundamentals around which disagreements in education arise. It presents a process with which those new to these debates can understand often confusing and entwined sets of facts and logics. This book leads the reader through some general concepts and intellectual skills that provide the basis for making sense out of the debates around public education in a democracy. This book can be seen as a primer on how to read texts about education. It acknowledges that good teachers must be not only trained to teach, but also educated about education. It presents the various themes and currents found within the arguments and narratives that people use to represent public education. It assumes that the more those interested in education know about how to see through the rhetoric, the better they will be at discerning whose interests are served by which texts.
Author: John H. Clarke
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 324
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Book Description
Author: Richard A. Talaska
Publisher: State University of New York Press
ISBN: 1438421761
Category : Philosophy
Languages : en
Pages : 464
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Book Description
Here we have, for the first time in a single volume, diverse perspectives on the meaning, conditions, and goals of critical reasoning in contemporary culture. Part One emphasizes critical reasoning and education, engaging the debate over the connection between critical reasoning skills and the learning of the content. Part Two offers analyses of the theoretical, methodological, and historical debates concerning critical reasoning abilities. The authors represent a variety of disciplines and theoretical approaches which lend the book valuable intellectual pluralism. The book evaluates other aspects of critical thinking such as creativity, insight, questioning, learning, practical thought, interpretation, intellectual prejudice, and the historical and temporary aspects of thought.
Author: Lesley-Jane Eales-Reynolds
Publisher: Learning Matters
ISBN: 1446281795
Category : Education
Languages : en
Pages : 129
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Book Description
Revised and extended to cover critical reflection and evaluation of information resources, this new edition of Critical Thinking Skills for Education Students is a practical and user-friendly text to help education students develop their understanding of critical analysis. It outlines the skills needed to examine and challenge data and encourages students to adopt this way of thinking to enrich their personal and professional development. The text helps students to develop their self-evaluation skills in order to recognise personal values and perceptions. Critical analysis, modeling, case studies, worked examples and reflective tasks are used to engage the reader with the text - building both skills and confidence. This book is part of the Study Skills in Education Series. This series addresses key study skills in the context of education courses, helping students identify their weaknesses, increase their confidence and realise their academic potential. Titles in this series are suitable for students on: any course of Initial Teacher Training leading to QTS; a degree in Education or Education Studies; a degree in Early Years or Early Childhood Education; a foundation degree in any education related subject discipline. Lesley-Jane Eales-Reynolds is Pro Vice Chancellor (Education) at Kingston University. Brenda Judge is a Senior Lecturer at Manchester Metropolitan University. Elaine McCreery is Head of Primary, Early Years and Education Studies programmes at Manchester Metropolitan University. Patrick Jones, now retired, was Senior Lecturer in Primary Education at Manchester Metropolitan University.
