Critical Lessons: What our Schools Should Teach

Front Cover
Cambridge University Press, May 8, 2006 - Psychology
Critical Lessons concentrates on the critical, reflective thinking that should be taught in high schools. Taking seriously the Socratic advice, 'know thyself', it focuses on topics that will help students to understand the forces - good and bad - that work to socialize them. This book argues why critical thinking is necessary in schools because it requires the discussion of critical issues: how we learn, the psychology of war, what it means to make a home, advertising and propaganda, choosing an occupation, gender, and religion.

What people are saying - Write a review

Critical lessons: what our schools should teach

User Review  - Not Available - Book Verdict

A number of works, including Frances Fitzgerald├ƒ┬»├‚┬┐├‚┬ŻsAmerica Revised and James W. Loewen├ƒ┬»├‚┬┐├‚┬ŻsLies My Teacher Told Me: Everything Your American History Textbook Got Wrong, have explored ... Read full review

Selected pages

Other editions - View all

Common terms and phrases

About the author (2006)

Nel Noddings is Lee L. Jacks Professor of Education, Emerita, at Stanford University. She is past president of the Philosophy of Education Society and of the John Dewey Society. In addition to fourteen books - among them are Caring: A Feminine Approach to Ethics and Moral Education, Women and Evil, The Challenge to Care in Schools, Educating for Intelligent Belief or Unbelief, and Philosophy of Education - she is the author of some 200 articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest books are Starting at Home: Caring and Social Policy, Educating Moral People: A Caring Alternative to Character Education and Happiness and Education (Cambridge University Press, 2003). Noddings spent 15 years as a teacher, administrator, and curriculum developer in public schools. She served as a mathematics department chairperson in New Jersey and as Director of the Laboratory Schools at the University of Chicago. At Stanford, she received the Award for Teaching Excellence three times, most recently in 1997. She also served as Associate Dean and as Acting Dean at Stanford University for four years.

Bibliographic information