Thinking in EducationIn 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. Copyright © Libri GmbH. All rights reserved. |
Contents
IV | 9 |
V | 11 |
VI | 12 |
VII | 14 |
VIII | 18 |
IX | 20 |
XI | 21 |
XIII | 22 |
LXXV | 141 |
LXXVI | 143 |
LXXVII | 145 |
LXXVIII | 148 |
LXXIX | 150 |
LXXX | 156 |
LXXXI | 162 |
LXXXII | 172 |
XV | 24 |
XVI | 25 |
XVII | 26 |
XVIII | 28 |
XIX | 30 |
XX | 32 |
XXI | 34 |
XXII | 38 |
XXIII | 40 |
XXIV | 42 |
XXV | 44 |
XXVI | 46 |
XXVII | 49 |
XXVIII | 50 |
XXIX | 51 |
XXXI | 54 |
XXXII | 56 |
XXXIII | 64 |
XXXV | 66 |
XXXVI | 68 |
XXXVII | 69 |
XXXVIII | 72 |
XL | 73 |
XLI | 75 |
XLII | 76 |
XLIII | 78 |
XLIV | 79 |
XLV | 81 |
XLVI | 83 |
XLVII | 84 |
XLVIII | 87 |
XLIX | 89 |
L | 90 |
LI | 91 |
LII | 93 |
LIII | 94 |
LIV | 100 |
LV | 103 |
LVI | 105 |
LVIII | 108 |
LX | 109 |
LXI | 110 |
LXIII | 111 |
LXV | 116 |
LXVI | 119 |
LXVII | 121 |
LXVIII | 125 |
LXIX | 127 |
LXX | 130 |
LXXI | 131 |
LXXII | 132 |
LXXIII | 135 |
LXXIV | 139 |
LXXXIII | 178 |
LXXXV | 179 |
LXXXVI | 180 |
LXXXVII | 185 |
LXXXVIII | 186 |
XC | 189 |
XCI | 191 |
XCII | 195 |
XCIII | 197 |
XCIV | 203 |
XCV | 205 |
XCVI | 209 |
XCVII | 212 |
XCVIII | 215 |
C | 217 |
CI | 218 |
CII | 219 |
CIII | 223 |
CIV | 226 |
CV | 230 |
CVI | 231 |
CVII | 235 |
CVIII | 238 |
CIX | 241 |
CX | 243 |
CXI | 244 |
CXII | 247 |
CXIII | 249 |
CXIV | 251 |
CXV | 252 |
CXVI | 253 |
CXVII | 254 |
CXVIII | 255 |
CXX | 257 |
CXXI | 261 |
CXXII | 262 |
CXXIII | 264 |
CXXV | 266 |
CXXVI | 267 |
CXXVII | 268 |
CXXVIII | 269 |
CXXIX | 272 |
CXXX | 274 |
CXXXI | 276 |
CXXXII | 279 |
CXXXIII | 281 |
CXXXIV | 283 |
CXXXV | 288 |
CXXXVI | 289 |
CXXXVII | 292 |
CXXXVIII | 294 |
299 | |
Common terms and phrases
analogies approach appropriate argument Aristotle assumptions become behavior believe better caring thinking Character Structure child claim classroom cognitive community of inquiry concepts consider contrast conversation counterinstance course creative thinking criteria criterion critical thinking culminating judgments Dewey dialogue disciplines discussion distinction emotions engage ethical evidence example experience express fallacies feel formal Gilbert Ryle human ical ideas important improvement of thinking inference informal fallacies informal logic inquiry skill intellectual involves John Dewey judg kind knowledge language maieutic matter Matthew Lipman meaning mental acts ments merely moral moves one's participants peace Peirce performance person Philosophy for Children practice precisely problem problematic procedures propositional attitudes question rationality reading reasoning recognize reflective relationships relevant represent role self-correction sense situation social speech act standards strengthen taught teachers things thinker thinking skills thought tion translation truth turn understanding values violence