Theory of Teaching Thinking
International Perspectives
Nonfiction, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781351581622 | |
| Publisher: | Taylor and Francis | Publication: | April 17, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781351581622 |
| Publisher: | Taylor and Francis |
| Publication: | April 17, 2018 |
| Imprint: | Routledge |
| Language: | English |
Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being.
Theory of Teaching Thinking discusses what is meant by ‘thinking’ in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosophical, and dialogical viewpoints.
Questions explored throughout this edited volume include:
- what is thinking?
- how can thinking be taught?
- what does ‘better thinking’ mean, and how can we know it if we see it?
- what is the impact on wider society when thinking is taught in the classroom?
Extensively researched and at the cutting edge of this field, this book provides the context for teaching thinking that researchers, teachers, and policy-makers need. As the first book in a brand new series, Research on Teaching Thinking and Creativity, it is a much-needed introduction and guide to this critical subject.
Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being.
Theory of Teaching Thinking discusses what is meant by ‘thinking’ in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosophical, and dialogical viewpoints.
Questions explored throughout this edited volume include:
- what is thinking?
- how can thinking be taught?
- what does ‘better thinking’ mean, and how can we know it if we see it?
- what is the impact on wider society when thinking is taught in the classroom?
Extensively researched and at the cutting edge of this field, this book provides the context for teaching thinking that researchers, teachers, and policy-makers need. As the first book in a brand new series, Research on Teaching Thinking and Creativity, it is a much-needed introduction and guide to this critical subject.
