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.
General
| Imprint: |
Harvard University Press
|
| Country of origin: |
United States |
| Release date: |
March 2008 |
| First published: |
March 2008 |
| Authors: |
Deanna Kuhn
|
| Dimensions: |
235 x 155 x 13mm (L x W x T) |
| Format: |
Paperback - Trade
|
| Pages: |
209 |
| ISBN-13: |
978-0-674-02745-9 |
| Categories: |
Books >
Social sciences >
Education >
Educational psychology
|
| LSN: |
0-674-02745-0 |
| Barcode: |
9780674027459 |
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