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Teaching Critical Thinking: Practical Wisdom Paperback – September 18, 2009

ISBN-13: 978-0415968201 ISBN-10: 0415968208

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Teaching Critical Thinking: Practical Wisdom + Teaching to Transgress: Education as the Practice of Freedom (Harvest in Translation) + Teaching Community: A Pedagogy of Hope
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Product Details

  • Paperback: 208 pages
  • Publisher: Routledge (September 18, 2009)
  • Language: English
  • ISBN-10: 0415968208
  • ISBN-13: 978-0415968201
  • Product Dimensions: 0.5 x 6.2 x 9.5 inches
  • Shipping Weight: 9.6 ounces (View shipping rates and policies)
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (15 customer reviews)
  • Amazon Best Sellers Rank: #107,542 in Books (See Top 100 in Books)

Editorial Reviews

Review

"Positing education as the practice of freedom to balance against (or as an antidote to) the notion of education as credential-collecting, Teaching Critical Thinking: Practical Wisdom seeks to help engaged educators navigate the contradictions and challenges of the academy so as to fulfill our mandate to be of compassionate service to students—as whole people, not simply as someone's future employees." – Rain Taxi

 

About the Author

bell hooks is a world-renowned intellectual, cultural critic, and writer who is also Distinguished Professor in Appalachian Studies at Berea College in Kentucky. Among her many books are the feminist classic Ain't I A Woman, the dialogue (with Cornel West) Breaking Bread, the children's books Happy to Be Nappy and Be Boy Buzz, the memoir Bone Black and the general interest titles All About Love, Rock My Soul, and Communion. She has published seven titles with Routledge: Belonging, We Real Cool: Black Men and Masculinity, Where We Stand, Teaching to Transgress, Teaching Community, Outlaw Culture, and Reel to Real.


More About the Author

Bell Hooks is a cultural critic, feminist theorist, and writer. Celebrated as one of our nation's leading public intellectual by The Atlantic Monthly, as well as one of Utne Reader's 100 Visionaries Who Could Change Your Life, she is a charismatic speaker who divides her time among teaching, writing, and lecturing around the world. Previously a professor in the English departments at Yale University and Oberlin College, hooks is now a Distinguished Professor of English at City College and the Graduate Center of the City University of New York. She is the author of more than seventeen books, including All About Love: New Visions; Remembered Rapture: The Writer at Work; Wounds of Passion: A Writing Life; Bone Black: Memories of Girlhood; Killing Rage: Ending Racism; Art on My Mind: Visual Politics; and Breaking Bread: Insurgent Black Intellectual Life. She lives in New York City.

Customer Reviews

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Most Helpful Customer Reviews

17 of 19 people found the following review helpful By Steve Schnapp on April 14, 2010
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Any classroom teacher interested in improving their pedagogy and empowering students' to think critically will want to read this book. Chapter 12, To Lecture or Not, is worth the price of the book. hooks insightfully examines the contradictions between monologue and a more participatory methods. And the entire book explores a variety of pedagogical issues through race and gender lenses, all the while using her own experiences -- which will resonate with teachers and students of all races and genders -- to put flesh on a theoretical framework. If you care about transformative education then read "Teaching Critical Thinking."
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7 of 8 people found the following review helpful By Fritz N. Saam on February 3, 2011
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bell is a profound and provocative thinker. She causes us to think about what education can accomplish. Her cornerstone is that of critical thinking, a concept that is not taught often enough or from a child's early years. She clearly demonstrates the value of critical thinking in every person's life, not just those who are intellectual or academic. Peace, freedom, and democracy rest on the idea of critical thinking. To excel and feel alive and free we must all learn to think critically. Clearly the masses do not know how to think critically, for they were never taught how and they don't recognize the value in it. bell hooks is passionate about her teaching and it this comes through so very loud and clear in the way she writes. Every educator should read this book. Every student should read this book. It addresses democracy, social change, feminism, critical thinking, racism, and freedom. Her book is a true pleasure to read.
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4 of 4 people found the following review helpful By Garth Baker-Fletcher on May 25, 2012
Format: Paperback
hooks just keeps on writing more inciteful books, one after another. In this book she shares teaching beyond that first generation of black students in white classrooms where both students (white) and teachers (also white) did not want us. I call us the "First-and-Only-Generation" because we often werre the first intelligent, articulate, and "human" blacks that these white folks had ever met. Thank you for integrating spirituality with critical thinking.
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8 of 11 people found the following review helpful By Doctor Dee on April 26, 2011
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I found myself disappointed with this book. There is nothing new offered here in the commentaries and they are so brief as to lack the capacity to trigger deep thinking. There are some nuggets throughout the book but largely the book does not come close to this author's early works.
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21 of 31 people found the following review helpful By K. A. Epp on February 21, 2010
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This is an excellent book with regard to the value of critical thinking that takes the student below the surface to identify and evaluate core beliefs. Every student should be required to read at least the first three chapters. Unfortunately, Hooks allows her wonderful progressive ideas to become overshadowed by her radical feminism and her critique of "imperialist, white-supremacist capitalist patriarchal domination of academic thought"(94). Had she made the latter points in a slightly more irenic fashion, I think that the reader would understand her concerns in these areas and still be able both to sympathize and possibly to make the necessary changes that Hooks is seeking. As it is, the majority of the book becomes a reader's guessing game as to when the next salvo will come across the bow.

That said, it's still a valuable read. I identified at least twenty different themes related to critical thinking that should be evaluated by our students, many of whom would prefer that we simply do the critical thinking for them and regurgitate it in class in a manner that they can easily study for the test and move on to another subject.

I look forward to reading more of Hooks' work.

kae
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1 of 1 people found the following review helpful By Foster J. Dickson on July 28, 2014
Format: Paperback
In bell hooks' "Teaching" series, this book felt like more of the same. It isn't bad, but after reading the first two – "Teaching to Transgress" and "Teaching Community" – this third book just didn't feel like it contributed anything more. It felt to me like more discussion of the same things.
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1 of 1 people found the following review helpful By Polyn on October 21, 2013
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Very interesting book. I read it for a WGS class along with Paulo Freire's Pedagogy of the Oppressed. Great combination as they both dig into teaching critical thinking -- not just the how to's but also a huge reflection on the part of the educator.
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0 of 1 people found the following review helpful By Anthony Sclafani on October 30, 2013
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Teaching Critical Thinking: Practical Wisdom (2010) is the third installment of bell hooks's Teaching Trilogy and is preceded by Teaching Community: A Pedagogy of Hope (2003) and Teaching to Transgress: Education as the Practice of Freedom (1994). hooks, a celebrated feminist cultural critic, critical race scholar, and educator addresses her critics and admirers alike in her most recent collection. While certainly a marked departure from canonical higher education and student affairs texts on pedagogy, learning, and critical thinking, hooks's anthology elucidates many issues regarding engaging students both in and outside of the classroom. Importantly, hooks provides another voice (albeit inadvertently) underscoring why student affairs educators are needed in higher education: educators in the field directly contribute to efforts of advancing critical thinking that hooks details. As she notes in her introduction, hooks was "excited to write these short commentaries; there are so many worthwhile issues surrounding teaching that are worth considering" (p. 5). Student affairs educators reading this work will connect to many of the issues hooks discusses.

In Teaching Critical Thinking, hooks delineates 32 separate commentaries, which she titles "teachings", ranging from teaching and engaging styles to feminist epistemological stances on education to identity politics. Among the texts within the mainstream student affairs and higher education canon (e.g., Baxter Magolda, 2001, 2009; Evans, Forney, Guido, Patton, & Renn, 2010; Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010), hooks's work is a clear outlier. Its style is a unique combination of prose and reflective autobiography.
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