Thinking in education

목차 (Table of Contents)

• CONTENTS
• Introdution = 1
• Part Ⅰ Education for thinking
• 1 The reflective model of educational practice = 7
• Rationality as an organizing principle = 8
• Schooling without thinking = 9
• Normal versus critical academic practice = 11
• Restructuring the educational process = 13
• Education as inquiry = 15
• Community of inquiry = 15
• Sensitivity to what is problematic = 16
• Reasonableness = 16
• Relationship and judgment = 16
• Thinking in the disciplines = 17
• Conversational apprenticeship = 18
• Autonomy = 19
• Higher-order thinking = 19
• Complex thinking = 23
• 2 Learning the craft of thinking = 26
• Reasoning to the rescue = 26
• Coming to think in language = 30
• Roadblocks to the development of reasoning = 31
• How reasoning differs from the basic skills = 33
• Orders of cognitive skills = 34
• Skills and meanings = 36
• Four major varieties of cognitive skills = 40
• Inquiry skills = 40
• Reasoning skills = 40
• Information-organizing skills = 41
• Translation skills = 45
• Is teaching reasoning worthwhile? = 46
• 3 The cornucopia of cognitive performance = 49
• Thinking as internalized communication = 51
• Some social interpretations of critical thinking = 53
• Combating absolutistic thinking: relativism or relationism? = 56
• Algorithmic versus heuristic thinking = 58
• Relationships: the bearings of judgment = 60
• The pedagogy of judgment = 62
• Some educational requirements = 64
• 4 Cognition, rationality, and creativity = 68
• Resnick's conception of higher-order thinking = 69
• Consider the circumstances: Schrag's reply to Resnick = 73
• Cognitive operations, moves, and skills = 75
• The boundaries of skill = 78
• From craft to creativity = 80
• Sovereign schemata = 85
• Schema theory and creative thinking = 87
• Building with and on ideas = 89
• Intervention and innovation = 90
• Distinctive characteristics of higher-order thinking = 92
• Internal texture of higher-order thinking = 94
• Higher-order thinking in the schools = 96
• Part Ⅱ Seeking standards for classroom thinking
• 5 Enter the critical thinking movement = 101
• How we got to where we are = 102
• Some more recent origins of critical thinking = 103
• Dewey and the Deweyans = 105
• Analytic skills and cognitive objectives = 108
• The emergence of informal logic = 110
• Other conversations, other voices = 111
• 6 A functional definition of critical thinking = 114
• The outcomes of critical thinking are judgments = 115
• Critical thinking relies on criteria = 116
• Metacriteria and megacriteria: banisters of the mind = 118
• Criteria as bases of comparison = 119
• The indispensability of standards = 120
• Critical thinking is self-corrective = 121
• Critical thinking displays sensitivity to context = 121
• Professional education and the cultivation of judgment = 122
• 7 Criteria as governing factors in critical thinking = 126
• Criteria as appropriate and decisive reasons = 126
• More on metacriteria = 128
• Criteria, relationships, and judgments = 130
• What can serve as a criterion? = 131
• Shared values = 132
• Precedent and convention = 132
• Common bases of comparison = 133
• Requirements = 133
• Perspectives = 133
• Principles = 133
• Rules = 134
• Standards = 134
• Definitions = 134
• Facts = 135
• Test results = 135
• Purposes = 136
• The assessment of performance = 136
• Community experience: the seedbed of criteria = 137
• Complex thinking: combining the declarative and the procedural = 140
• Toward complex thinking: enlisting philosophy in the curriculum = 141
• 8 Criteria as the hinges of practice = 143
• Critical thinking and the inculcation of belief = 143
• Alternative approaches to teaching practical reasoning = 146
• The guidance of practice by reasons = 147
• Criterion-based performance = 148
• The guidance of practice by hypotheses and consequences = 148
• Practical reasoning behaviors = 150
• Self-correction = 150
• Acquiring sensitivity to context = 151
• Being guided (and goaded) by criteria = 151
• Judgment = 152
• Teaching for bridging, transfer, and translation = 152
• What makes higher-order thinking good? = 153
• The hidden pivots of cognitive excellence = 155
• Criteria as gauges of value = 155
• Criteria and experience = 158
• 9 The strengthening of judgment = 159
• Judgment as critical and judgment as creative = 160
• The juncture of the universal and the particular = 162
• Three orders of judgment = 164
• The balance wheel of judgment in educational settings = 171
• 10 Dichotomies in the application of critical thinking = 174
• Conceptual obstacles to the strengthening of thinking = 175
• Disagreements over the nature of thinking = 175
• Disagreements over the proper psychological approach = 177
• Disagreements over the role of philosophy = 178
• Disagreements over preferred educational approaches = 179
• Practical obstacles to the teaching of thinking = 180
• 11 Faulty assumptions concerning teaching for thinking = 183
• Teaching for thinking is equivalent to teaching for critical thinking = 183
• Critical teaching will necessarily result in critical thinking = 184
• Teaching about critical thinking is equivalent to teachingfor critical thinking = 185
• Teaching for critical thinking involves drill in thinking skills = 186
• Teaching for logical thinking is equivalent to teaching for critical thinking = 188
• Teaching for learning is just as effective as teaching for critical thinking = 188
• Part Ⅲ Thinking: the forge of meaning
• 12 The concept of creative thinking = 193
• Two axes of creative thinking = 195
• The discovery-invention axis = 197
• Generativity = 198
• Amplification = 199
• Breaking through = 200
• Creativity and imagination = 201
• Creativity and thinking for ourselves = 202
• Creativily and criteria = 204
• How do we identify instances of creativity? = 205
• How are criteria employed in creative thinking? = 206
• Tertiary qualities as contextual values = 208
• Creativity and dialogue in the community of inquiry = 209
• Creative thinking and creativity = 211
• 13 Teachers and texts: the springs of inquiry = 212
• The voice of the text = 212
• Stories: gateways to understanding = 214
• Narrative as a portrait of the thinking process = 216
• Three models of modeling = 218
• The text as system of concepts and as schema = 219
• The rational curriculum = 222
• Cognitive apprenticeship = 223
• The devising of instructional manuals = 224
• Part Ⅳ The nature and uses of the community of inquiry
• 14 Thinking in community = 229
• Following the argument where it leads = 229
• The logic of conversational discourse = 232
• The art of conversation = 234
• The structure of dialogue = 235
• Dialogue and community = 236
• Thinking moves and mental acts = 237
• The jury as an example of deliberative dialogue = 238
• Learning from the experience of others = 240
• Toward the formation of classroom communities of inquiry = 241
• 15 The political significance of the inquiring community = 244
• The political implications of teaching for inquiry = 244
• The mediating role of the classroom community = 246
• The political implications of teaching for judgment = 248
• Implications for the social studies curriculum = 250
• Introducing children to political concepts = 252
• Using the community of inquiry to combat prejudice = 254
• Sociocultural antidotes = 256
• Cognitive antidotes = 257
• The community of inquiry as a cognitive/affective strategy = 257
• Conclusion = 261
• The turn to thinking = 262
• The case for philosophy = 263
• The universities and the schools = 264
• Academic freedom = 267
• Select bibliography = 269
• Index = 273