This posting is a bit tongue in cheek, but it’s an issue that’s been on my mind lately. The more I write about critical thinking, the more I think it needs rebranding. Here are three reasons for my call to action.
One can hardly read a paper or click a link without seeing something about the Common Core Standards (CCS) and the standardized tests aligned with them. Many are usually quite negative. Some positive comments sneak in there, too, but those favoring the standards don’t seem to counteract the juggernaut of bad press: Schools want toContinue reading “Common Core Standards – Bad Policy or Scapegoat?”
We all make assumptions. Life wouldn’t go very smoothly if we didn’t. But we get in trouble when our assumptions lead us to incorrect conclusions, i.e., females cannot do hard, physical labor, or that guy is a dullard just because his expression is lifeless. But when my husband is watching a football game, I knowContinue reading “Combatting assumptions”
Worried that your government might be controlling your thoughts? News flash: it already is. Schooling affects cognition. We all learn various ways of thinking no matter what kind of classroom we are in. The final product, that is, what cognitive skills we acquire, can vary widely depending on the classroom, state, even country—and (and hereContinue reading “Watch What You’re Thinking, or Others Will Do It for You”
One of the most mind-blowing ideas I learned in grad school was in a seminar on anthropology and education. We read about how societies educate their children in order to replicate their society, not to change it. Status quo, baby. This cultural tendency means we teach our children how we were taught.
I just finished reading a very important article about critical thinking. It’s titled “Teaching thinking dispositions: from transmission to enculturation” by Shari Tishman, Eileen Jay and D.N. Perkins, a 1993 article still relevant today (Theory into Practice, 32(3), pp.147-53). I found an excerpt on Yahoo! Finance (Thinking Dispositions, published Oct. 10, 2014).
One of the best graduate school midterms I ever took was given by my mentor and dissertation advisor, Dr. Vera John-Steiner. She is one of four Vygotskian scholars who edited Mind in Society* (1978) and has written extensively about his sociocultural approach to education.
I am so impressed with these two websites, especially the first one. It is a Canadian organization that gives terrific ideas on how to teach, create, and share ideas on CT.
This is the last in this series of annotated bibs about articles on CT assessment, but I would like to revisit it soon. It is, after all, a huge topic and not at all settled. These last two items are by the same people, Richard Paul and Linda Elder.
This is another guest posting of a presentation given by Steve Coxon, Ph.D., assistant professor & director of Programs in Gifted Education at Maryville University in St. Louis, Missouri.