This second edition makes a major contribution toward teaching for judgment skills, not just for knowledge. It provides methods for integrating emotive experience and thinking into a concerted approach to the improvement of reasoning and judgment. This second edition also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of education of children at risk. The volume's abundant information about the varied approaches in the field of education makes it an invaluable resource for all teachers.
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"This book highlights, very appropriately, why thinking needs improving in schools. It illustrates, in a variety of ways, how teachers could encourage their pupils in thought-provoking debates....This book would be a useful resource to anyone involved in teaching philosophy, citizenship or subject-specific thinking." British Journal of Educational Studies
Book Description
The second edition of Thinking in Education makes a major contribution towards teaching for judgment, not just for knowledge. It provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of education of children at risk. Its great wealth of information and wisdom about thinking in education makes it an invaluable resource for all teachers.
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8 of 8 people found the following review helpful:
5.0 out of 5 stars
Thinking in Education,
This review is from: Thinking in Education (Paperback)
"Critical thinking" has become an educational buzzword with many diverse and sometimes conflicting definitions and teaching approaches. Educators - at all levels - need to understand definitions of "critical thinking" that clearly indicate just what critical thinking is, what a significant improvement of thinking is, how its improvement can be made operational, and how critical thinking can be effectively taught. Mathew Lipman's second edition of Thinking in Education proposes constructive and creative guidance without pretending to be the final definitive word on this complex and challenging matter.
Matthew Lipman is not an armchair educational philosopher, but one who has been in the "trenches" for many years. He began over thirty years ago at Montclair State University the Philosophy for Children program, which is now an international movement. The pedagogy of a community of inquiry, developed in the Philosophy for Children program, is proposed as a social context within which to teach critical, creative, and caring thinking. It encourages exploration, curiosity, and organization, and gives back to students some of the natural incentives to venture they experienced after their own birth and began exploring and figuring out their world. Thinking in Education is a theoretical work, sprinkled with some practical suggestions, based on the author's experience and research in this program, and on his reflections on thinking in general. Though Matthew Lipman does not give applications of his ideas to specific disciplines, and though some might take issue with his emphasis on philosophy for children, Thinking in Education will provide some important theoretical guidance for all levels of education: the state departments of education, higher education, teacher training, and professional development. Claude Gratton, Antelope Valley College
1 of 3 people found the following review helpful:
5.0 out of 5 stars
Thinking for Educators,
This review is from: Thinking in Education (Paperback)
This book is essential reading for all who purport to be professional educators of children. Thinking comes before learning and this excellent book sets out the fundamentals in teaching effective thinking in a democratic and caring manner. Why not find out more about the process invented by Mat Lipman which is Philosophy for Children. It will rock your world!!
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Inside This Book
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First Sentence:
There are three key models of private and public institutions in our society. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
culminating judgments, emotive thinking, normal academic practice, mediating judgments, caring thinking, reflective paradigm, deliberative inquiry, critical thinking movement, multidimensional thinking, informal fallacies, informal logic, violence reduction, uncritical thinking, reflective model, inquiry skills, philosophy for children, teaching for critical thinking, mental acts Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Gilbert Ryle, Orchestrating the Components, John Dewey, University of Chicago Press, Cambridge University Press, Educational Leadership, Englewood Cliffs, Oxford University Press, United States, Harvard University Press, Irrelevance Relevance, Robert Glaser, Upper Montclair, Van Gogh, Anthony Blair, Humanities Press, Josiah Royce, Justus Buchler, Martin Buber, Michael Scriven, Nichomachean Ethics, Social Structure Character Structure, Unwarranted Acceptability New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
There are three key models of private and public institutions in our society. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
culminating judgments, emotive thinking, normal academic practice, mediating judgments, caring thinking, reflective paradigm, deliberative inquiry, critical thinking movement, multidimensional thinking, informal fallacies, informal logic, violence reduction, uncritical thinking, reflective model, inquiry skills, philosophy for children, teaching for critical thinking, mental acts Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Gilbert Ryle, Orchestrating the Components, John Dewey, University of Chicago Press, Cambridge University Press, Educational Leadership, Englewood Cliffs, Oxford University Press, United States, Harvard University Press, Irrelevance Relevance, Robert Glaser, Upper Montclair, Van Gogh, Anthony Blair, Humanities Press, Josiah Royce, Justus Buchler, Martin Buber, Michael Scriven, Nichomachean Ethics, Social Structure Character Structure, Unwarranted Acceptability New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 90
books:
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51
books
cite this book:
See all 51 books citing this book
- How We Think by John Dewey on 5 pages
- Critical Thinking by Robert H. Ennis on 4 pages
- The Concept of Education by R. S. Peters on page 22, page 37, and Back Matter
- Critical Thinking by Max Black on page 31, page 37, and Back Matter
- Democracy And Education by John Dewey on page 13, page 34, and Back Matter
See all 90 books this book cites
- Philosophical Discussion in Moral Education: The Community of Ethical Inquiry (Routledge International Studies in the Philosophy of Education) by Tim Sprod on page 15, page 25, and Back Matter
- Starting at Home: Caring and Social Policy by Nel Noddings in Back Matter (1), and Back Matter (2)
- Against the Multicultural Agenda: A Critical Thinking Alternative by Yehudi O. Webster on page 198, and Back Matter
- Justifying Emotions: Pride and Jealousy (Routledge Studies in Ethics and Moral Theory) by Kristjan Kristjansson in Back Matter (1), and Back Matter (2)
- Critical Lessons: What Our Schools Should Teach by Nel Noddings on page 32, and Back Matter
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