Intellectual Character: What It Is, Why It Matters, and How to Get ItWhat does it really mean to be intelligent? Ron Ritchhart presents a new and powerful view of intelligence that moves beyond ability to focus on cognitive dispositions such as curiosity, skepticism, and open mindedness. Arguing persuasively for this new conception of intelligence, the author uses vivid classroom vignettes to explore the foundations of intellectual character and describe how teachers can enculturate productive patterns of thinking in their students. Intellectual Character presents illustrative, inspiring stories of exemplary teachers to help show how intellectual traits and thinking dispositions can be developed and cultivated in students to promote successful learning. This vital book provides a model of authentic and powerful teaching and offers practical strategies for creating classroom environments that support thinking. |
Contents
Part Two Fostering Intellectual Character in Our Schools | 53 |
Part Three Moving Toward the Ideal of Intellectual Character | 177 |
Appendix | 249 |
Notes | 267 |
283 | |
293 | |
Other editions - View all
Intellectual Character: What It Is, Why It Matters, and How to Get It Ron Ritchhart Limited preview - 2004 |
Intellectual Character: What It Is, Why It Matters, and How to Get It Ron Ritchhart Limited preview - 2002 |
Intellectual Character: What It Is, Why It Matters, and How to Get It Ron Ritchhart No preview available - 2002 |
Common terms and phrases
ability activity answers asking students awareness begin behavior beliefs challenge Chapter Chris cognitive connections context create cultural forces culture of thinking curriculum David Perkins dents discussion Doug Educational Psychology effective enculturated engage students environment examine example explore feel focus focused goals going Heather help students identify important inclination individual instruction intelligence interactions issues John’s journals Karen knowledge language of thinking learning look math mathematics means mental model metacognitive mind model of thinking motivation one’s ongoing order of operations Parker Palmer patterns Perkins perspective practice problem promote questions red thread reflect repertory grid response Ritchhart role self-regulated learning situations skills smart specific Stephen Covey Susan talk teachers teaching for intellectual things thinking actions thinking dispositions thinking opportunities thinking routines thoughtful classrooms tion Tishman types of thinking values Wizard of Earthsea words writing