TEACHING THE THINKING THAT COUNTS (original) (raw)
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Given that a devolved curriculum empowers a teacher to educate for change, and indeed encourages cross-curricular critical and creative thinking, this article offers a broad review of three current strategies for helping anyone to think critically and creatively-instruction in formal logic, training in focusing attention, and creating a community of inquiry. It
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In theory, effective thinking is a trait that is valued by schools at all levels; however, it is a skill that is very rarely taught. Teaching thinking skills explicitly and embedding them into a literacy curriculum can help students become more effective critical and creative thinkers. This article defines thinking skills, describes how they should be taught using the elements of effective skills instruction, and describes 18 specific critical and creative thinking skills that can be used across the curriculum at any level
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Our school education lays undue emphasis on examinations wherein students reproduce learnt material rather than learn to think, an approach that continues in colleges. The debate on higher education reform must focus on the quality and academic accountability of teachers and on the need for policies that encourage thinking at both levels.
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PREMIUM ritical thinking" is one of the most prevalent buzzwords in the academy, but what does it mean? We all want our students to be critical thinkers, but we are collectively unable to say with any degree of precision what that actually entails.
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The first chapter of this publication, which focuses on a new definition and integration of thinking skills in the curriculum, presents a model that unifies current research and theory with a new understanding of the traditional notion of content and with a different approach to instruction. The model proposed in this chapter synthesizes recent research around three interactive elements, which make up the second through fourth chapters: (1) content thinking, which includes declarative, procedural, and contextual knowledge, and the integration of these elements; (2) reasoning, which consists of transferring content (that is, storage and retrieval of declarative, procedural, and contextural xilowledge), matching these elements with what is already known, and restructuring or producing new knowledge; and (3) learning to learn, which describes attending (paying attention), setting goals, monitoring attitudes, and selfevaluating the thinking processes. The document concludes with a discussion of a few restructuring issues considered necessary for the systematic teaching of thinking skills; specifically, how each of the three thinking skill areas necessitates fundamental changes in schools, testing, evaluation, and the integration of instruction. (EL)
Iranian Evolutionary and Educational Psychology Journal, 2019
2009). One of the most successful effors to innovate a program in the field of thinking education is "Philosophy for Children (P4C)" that aims to focus more on thinking instead memory in education (Daniel & Auriac, 2011). This program, first created in the United States, and then extended around the world. In the case of Iran, this issue has attracted the attention of many, and in turn, the Kandahar and the Taliban have not killed themselves or the Taliban.. Undoubtedly, the importance of thinking and reasoning in human life is to the extent that they are referred to as the main distinction between human beings and other beings. In fact, what distinguishes man from other animals is his remarkable ability to think and reason. Thinking is a process in which we put our information together in an appropriate way so that we can reach a new result. In other words, one's thinking drives the person in-depth to get a good and meaningful result (Aizikovitsh-Udi & Amit, 2011; Hunsaker, 2005). All theories of education and learning support thinking and research and confirm its key role in learning. In fact, in the field of learning one cannot find a theory in which thinking and research are neglected. The sense of curiosity and truth-seeking is an innate affair that exists within the individual student body and should be gradually activated by providing the right conditions. Obviously, this innate talent must first emerge and flourish in the family and school environment, and then flourish in the environments of other social institutions. But in today's world, the role of the education system is more significant than other institutions due to