Education for thinking /

Education for thinking /

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Bibliographic Details
Author / Creator:Kuhn, Deanna.
Edition:1st Harvard University Press pbk. ed.
Imprint:Cambridge, Mass. : Harvard University Press, 2008.
Description:1 online resource (209 pages) : illustrations
Language:English
Subject:
Thought and thinking -- Study and teaching.
Inquiry-based learning.
Education -- Aims and objectives.
Education -- Aims and objectives.
Inquiry-based learning.
Thought and thinking -- Study and teaching.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11197976
Hidden Bibliographic Details
ISBN:9780674039797
0674039793
9780674027459
0674027450
Notes:Includes bibliographical references (pages 201-205) and index.
Print version record.
Summary:Annotation What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond. Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argumentsuch as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishmentallow students to appreciate their power and utility as they engage in them. Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.
Other form:Print version: Kuhn, Deanna. Education for thinking. 1st Harvard University Press pbk. ed. Cambridge, Mass. : Harvard University Press, 2008 9780674027459 9780674019065
Standard no.:9780674027459
Review by Choice Review

Kuhn (Teachers College, Columbia Univ.) is an expert on cognitive development and its implications for teaching and learning. This well-written book presents both theoretical and practical information related to the issue of how to increase students' thinking ability. Based upon a Dewey/Collaborative Learning philosophy, the book focuses on presenting a curriculum that will develop students' inquiry/argument learning skills/abilities, which the author documents will develop their thinking skills. Kuhn put this curriculum approach into action in an inner-city school and a "best practice" suburban school, both with very good results. The author is highly qualified to discuss the issues in this book, which has an excellent reference section. The sections of the book that focus on argument and developing student skills in argumentation are especially insightful. This book would be of interest to graduate students in curriculum, theory, and philosophy of education, as well as those interested in teaching at the elementary or middle school level. The volume also contains information for experienced practitioners. Summing Up: Highly recommended. Graduate students, researchers, faculty, and practitioners. W. C. Hine Eastern Illinois University

Copyright American Library Association, used with permission.
Review by Choice Review

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