Education for Thinking

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 argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow 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.

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 Argument—such As Identifying Features That Affect The Success Of A Music Club Catalog Or Discussing Difficult Issues Like Capital Punishment—allow 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.

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 "Bringing insights from research in developmental psychology to pedagogy, Deanna 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 argument - such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment - allow students to appreciate their power and utility as they engage in them"--Pg. 4 of cover "Bringing insights from research in developmental psychology to pedagogy, Deanna 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 argument - such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment - allow students to appreciate their power and utility as they engage in them."--Jacket Contents ......Page 8 I. Introduction......Page 10 1. Why go to School?......Page 12 2. What are we Doing Here?......Page 25 II. Inquiry......Page 46 3. Learning to Learn......Page 48 4. The Skills of Inquiry......Page 69 5. Developing Inquiry Skills......Page 88 III. Argument......Page 120 6. Why Argue?......Page 122 7. The Skills of Argument......Page 141 8. Developing Argument Skills......Page 158 IV. Conclusions......Page 184 9. Becoming Educated......Page 186 References......Page 210 Index ......Page 216