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Record Nr. |
UNINA9910450340803321 |
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Autore |
Lipman Matthew |
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Titolo |
Thinking in education / / Matthew S. Lipman [[electronic resource]] |
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Pubbl/distr/stampa |
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Cambridge : , : Cambridge University Press, , 2003 |
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ISBN |
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1-107-13307-6 |
1-280-41967-9 |
0-511-84027-6 |
0-511-18101-9 |
1-139-14802-8 |
0-511-06466-7 |
0-511-05833-0 |
0-511-30807-8 |
0-511-07312-7 |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (xii, 304 pages) : digital, PDF file(s) |
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Disciplina |
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Soggetti |
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Thought and thinking - Study and teaching |
Critical thinking - Study and teaching |
Creative thinking - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from publisher's bibliographic system (viewed on 05 Oct 2015). |
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Nota di bibliografia |
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Includes bibliographical references (p. 294-297) and index. |
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Nota di contenuto |
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Cover; Half-title; Title; Copyright; Contents; Preface; Introduction to the Second Edition; 1 The Reflective Model of Educational Practice; 2 Approaches in Teaching for Thinking; 3 Obstacles and Misconceptions in Teaching for Thinking; 4 Thinking in Community; 5 The Community of Inquiry Approach to Violence Reduction; 6 The Emotions in Thinking and in Education; 7 Mental Acts; 8 Thinking Skills; 9 The Transactive Dimensions of Thinking; 10 Education for Critical Thinking; 11 Education for Creative Thinking; 12 Education for Caring Thinking; 13 Strengthening the Power of Judgment; Bibliography |
Index |
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Sommario/riassunto |
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The first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, |
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provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk. |
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