Tales from the Book Drop: Education for Thinking by Deanna Kuhn

Tales from the Book Drop: Education for Thinking by Deanna Kuhn

Reposted from Learning at the Library.

Written by s.

Tales from the Book Drop: While on my library shift, I thought I'd check out the many books returned at the book drop here at Gottesman Library. I stumbled upon a few potential reads, but this one particularly striked (struck?) my fancy. I was a member of my high school debate and speech team . . . yes I was part of that embarrassing nerd gang  . . . and yes I was pretty awful at debating and occasionally felt like ceding halfway through debates. No shame though, just awkward high school memories and moments with uber confident, incredibly awkward high school debaters and speechies. Few students in schools are involved on debate teams, and to be involved in one is seen more as a rare opportunity. It's sort of like Glee or School Band where not everyone's involved, but a select number are. But why isn't everyone involved in the way of thinking that debate provides? Shouldn't we incorporate pedogogical methods of questioning, thinking, and debating into the classroom to develop more prepared individuals for society? Education for Thinking addresses these issues. This book entitled Education for Thinking, is written by Deanna Kuhn. Kuhn's book seeks to promote the "thinking curriculum" in schools. Education for Thinking urges educators to develop curriculum and activities "centered on inquiry and argument--such as . . . discussing difficult issues like capital punishment." Education for Thinking by Deanna Kuhn Harvard University Press, 2005 LB1590.3 .K84 2005 Book Description from publisher:

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. Amazon Education for Thinking Project

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