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Critical thinking and learning : an encyclopedia for parents and teachers / edited by and Joe L. Kincheloe and Danny Weil.

Contributor(s): Material type: TextTextPublisher: Westport, Conn. : Greenwood Press, [2004]Copyright date: ©2004Description: xii, 532 pages ; 27 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0313323895
  • 9780313323898
Other title:
  • Critical thinking and learning : An encyclopaedia for parents and teachers
Subject(s): DDC classification:
  • 370.152 21
LOC classification:
  • LB1590.3 .C735 2004
Contents:
Art -- Assumptions -- Bilingual education -- Bloom's taxonomy -- Childhood and adolescence -- Cultural studies -- Curriculum -- Democracy -- Diversity -- Educational psychology -- Educational relevance -- Empowerment -- Epistemology -- Feminism -- Hermeneutics -- Identity -- Ideology -- Journal writing -- Justice -- Language arts -- Literacy -- Mass media -- Mathematics -- Organizational change -- Philosophy -- Queer studies -- Race and racism -- Scholar practitioners -- Science -- Sexism -- Social studies -- Standards -- Teaching and learning -- Terrorism -- Textbooks -- Theory -- Thinking skills -- Values -- Work -- Xenophobia.
Summary: Publisher's description: The editors of this book employ social, cognitive, linguistic, and political theoretical innovations to develop a new conception of critical thinking. They examine how such a construct might be taught in a variety of social settings and disciplines. Using a host of previously neglected perspectives--sociocognition, issues of political economy, complexity theory, and critical theoretical notions of epistemology and power theory--the editors and authors present a conceptually sophisticated yet accessible compendium on critical thinking. The introduction guides readers through the reconceptualization process. Specific entries focus on particular dimensions of the challenges to old-style critical thinking. In this context, readers can choose entries that discuss various means of engaging students in the "critical complex perspective" of critical thinking. The encyclopedia is aware of both theoretical concerns and the everyday realities of schooling in the 21st century. As such, it rounded in a respectful view of teachers that assumes they are capable of levels of expertise unacknowledged by many contemporary articulations of school reform. The educational, cognitive, and professional vision developed in the encyclopedia offers a profound alternative to the top-down impositional models now sweeping the nation's school districts.
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Includes bibliographical references and index.

Art -- Assumptions -- Bilingual education -- Bloom's taxonomy -- Childhood and adolescence -- Cultural studies -- Curriculum -- Democracy -- Diversity -- Educational psychology -- Educational relevance -- Empowerment -- Epistemology -- Feminism -- Hermeneutics -- Identity -- Ideology -- Journal writing -- Justice -- Language arts -- Literacy -- Mass media -- Mathematics -- Organizational change -- Philosophy -- Queer studies -- Race and racism -- Scholar practitioners -- Science -- Sexism -- Social studies -- Standards -- Teaching and learning -- Terrorism -- Textbooks -- Theory -- Thinking skills -- Values -- Work -- Xenophobia.

Publisher's description: The editors of this book employ social, cognitive, linguistic, and political theoretical innovations to develop a new conception of critical thinking. They examine how such a construct might be taught in a variety of social settings and disciplines. Using a host of previously neglected perspectives--sociocognition, issues of political economy, complexity theory, and critical theoretical notions of epistemology and power theory--the editors and authors present a conceptually sophisticated yet accessible compendium on critical thinking. The introduction guides readers through the reconceptualization process. Specific entries focus on particular dimensions of the challenges to old-style critical thinking. In this context, readers can choose entries that discuss various means of engaging students in the "critical complex perspective" of critical thinking. The encyclopedia is aware of both theoretical concerns and the everyday realities of schooling in the 21st century. As such, it rounded in a respectful view of teachers that assumes they are capable of levels of expertise unacknowledged by many contemporary articulations of school reform. The educational, cognitive, and professional vision developed in the encyclopedia offers a profound alternative to the top-down impositional models now sweeping the nation's school districts.

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