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In our increasingly complex world, the teaching of thinking has become imperative. Yet evidence shows that our children are not learning how to think. Matthew Lipman, a leading educational theorist, gets to the heart of our educational problems, in Thinking in Education and makes profound and workable suggestions for solving those problems. Thinking in Education describes procedures that must be put in place if students at all levels of education are to become more thoughtful, more reasonable, and more judicious. It recommends that the classroom be converted into a community of inquiry and that the discipline of philosophy be redesigned so as to provide the concepts and values now missing from the curriculum. These recommendations have now been carried out; the community of inquiry is a recognized pedagogical strategy, and traditional academic philosophy has been transformed into a discipline that offers a model of higher-order thinking and an image of what all education can be.
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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.Review:
"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
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Book Description Cambridge University Press, 1991. Condition: Good. A+ Customer service! Satisfaction Guaranteed! Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting. Seller Inventory # 0521400325-2-4
Book Description Cambridge University Press, 1991. Condition: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. With usual stamps and markings, In good all round condition. No dust jacket. Seller Inventory # 6613401
Book Description Condition: Very Good. Ready for quick shipment to any US location by Experienced seller. CDs and Access codes may not be included as is the case with most used books. Seller Inventory # 2597815
Book Description Cambridge University Press, 1991. Hardcover. Condition: Used: Good. Seller Inventory # SONG0521400325