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_aLB1590.3 _b.K84 2005 |
| 082 | 0 | 0 |
_a372.011 _222 |
| 100 | 1 |
_aKuhn, Deanna, _eauthor. _91045191 |
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| 245 | 1 | 0 |
_aEducation for thinking / _cDeanna Kuhn. |
| 264 | 1 |
_aCambridge, Mass. : _bHarvard University Press, _c2005. |
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| 300 |
_a209 pages : _billustrations ; _c24 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | _aIntroduction. Why go to school? ; What are we doing here? -- Inquiry. Learning to learn ; The skills of inquiry ; Developing inquiry skills. -- Argument. Why argue? ; The skills of argument ; Developing argument skills. -- Conclusions. Becoming educated. | |
| 520 | 1 | _a"Bringing insights from research in developmental psychology to pedagogy, Deanna Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"--A curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument - such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment - allow students to appreciate their power and utility as they engage in them."--Jacket. | |
| 588 | _aMachine converted from AACR2 source record. | ||
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_aThought and thinking _xStudy and teaching _9666577 |
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_aInquiry-based learning _9331073 |
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_aCritical thinking in children _9329595 |
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_aEducation _xAims and objectives _9354186 |
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