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Teaching Thinking Skills, 2nd Edition (Key Debates in Educational Policy) PDF

144 Pages·2010·0.26 MB·English
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Teaching Thinking Skills Also available in the Key Debates in Educational Policy Series Special Educational Needs, Mary Warnock and Brahm Norwich, edited by Lorella Terzi Educational Equality, Harry Brighouse, Kenneth R. Howe and James Tooley, edited by Graham Haydon Teaching Thinking Skills 2nd Edition Stephen Johnson and Harvey Siegel Edited by Christopher Winch Key Debates in Educational Policy Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London, SE1 7NX New York, NY 10038 www.continuumbooks.com © Christopher Winch; © Part 1, Stephen Johnson; © Part 2 Harvey Siegel 2010 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Stephen Johnson and Harvey Siegel have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as Authors of this work. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978-1-4411-8656-0 (paperback) Library of Congress Cataloging-in-Publication Data Johnson, Stephen. Teaching thinking skills/Stephen Johnson and Harvey Siegel; edited by Christopher Winch. p. cm.–(Key debates in educational policy) Includes bibliographical references and index. ISBN 978-1-4411-8656-0 (pbk.) 1. Thought and thinking–Study and teaching. I. Siegel, Harvey, 1952- II. Winch, Christopher. III. Title. LB1590.3.J65 2010 370.15'2–dc22 2009045433 Typeset by Newgen Imaging Systems Pvt Ltd., Chennai, India Printed and bound in Great Britain by the MPG Books Group Contents Series Editor’s Preface – Key Debates in Educational Policy vii Foreword xi Christopher Winch The policy background in the United Kingdom xiv 1 Teaching Thinking Skills 1 Stephen Johnson 1. The argument 1 2. Present interest in thinking skills 2 3. Thinking as a skill 7 4. General transferability 13 5. Conceptual errors 20 6. The direct teaching of thinking and the importance of content 25 7. Thinking as mental processes 28 8. Examples of general thinking skills 32 9. The dangers 36 10. Conclusion 42 References 47 2 On Thinking Skills 51 Harvey Siegel 1. Introduction 51 2. Problems with thinking of thinking as a skill 54 3. ‘The myth of general transferability’ 61 4. The ‘direct’ teaching of thinking and content/subject matter knowledge 75 vi Contents 5. Mental processes and general thinking skills 78 6. The educational dangers of thinking of thinking in terms of skills 80 7. Conclusion 82 References 83 Further reading 84 Afterword 85 Christopher Winch 1. Skills 88 2. Skills and transferability 96 3. The question of effi cacy 101 4. What is thinking? 103 5. Mental processes 104 6. A summary of Johnson’s claims 107 7. Reasoning 109 8. The role of philosophy 112 9. Reason and argument 113 10. Inductive arguments 120 11. Concluding remarks 122 References 123 Index 125 Series Editor’s Preface – Key Debates in Educational Policy IMPACT pamphlets were launched in 1999 as an initiative of the Philosophy of Education Society of Great Britain. Their aim was to bring philosophical perspectives to bear on UK education policy, and they have been written by leading general philosophers or phi- losophers of education. At the time of writing, 18 have been published. They deal with a variety of issues relating to policy within the field of education. Some have focused on controversial aspects of current government policy such as those by Andrew Davis on assessment, Harry Brighouse on disparities in secondary education, Mary Warnock on changes in provision for pupils with special educational needs and Colin Richards on school inspection. Others, such as those by Michael Luntley on performance related pay and by Christopher Winch on vocational education and training, have been critical of new policy initiatives. Yet others have been concerned with the organization and content of the school cur- riculum. These have included pamphlets by Kevin Williams on the teaching of foreign languages, Steve Bramall and John White on Curriculum 2000, David Archard on sex education, Stephen Johnson on thinking skills, Graham Haydon on personal, social and health education, and John Gingell on the visual arts. The launch of each pamphlet has been accompanied by a sym- posium for policy makers and others at which issues raised in the pamphlets have been further explored. These have been attended by government ministers, opposition spokespersons, other MPs, representatives from the Qualifications and Curriculum Authority, employers organizations, trades unions and teachers’ professional viii Series Editor’s Preface organizations as well as members of think tanks, academics and journalists. Some of the original pamphlets have made a lasting impression on the world of education policy and have, in addition, sparked debates in both the policy and academic worlds. They have revealed a hunger for dealing with certain topics in a philosophically oriented way because it has been felt that the original pamphlet initiated a debate in a mode of thinking about educational issues that needs and deserves to be taken a lot further. The Key Debates in Educational Policy series aims to take some of these debates further by selecting from those original Impact pamphlets whose influence continues to be keenly felt and either reproducing or expanding them to take account of the most recent developments in the area with which they deal. In addition, each of the original pamphlets receives a lengthy reply by a distinguished figure in the area who takes issue with the main arguments of the original pam- phlet. Each of the Key Debates volumes also contains a substantial foreword and/or afterword by an academic with strong interests in the area under discussion, which gives the context and provides extensive commentary on the questions under discussion and the arguments of the original author and his/her respondent. There are a number of reasons for doing this. Philosophical techniques applied to policy issues can be very powerful tools for clarifying questions and developing arguments based on ethical, aesthetic, political and epistemological positions. Philosophical argumentation is, however, by its nature, controversial and con- tested. There is rarely, if ever, one side to a philosophical question. The fact that the Impact pamphlets have often aroused lively debate and controversy is testament to this. There has been a desire for a more rounded version of the debate to be presented in a format accessible to those who do not have a formal philosophical background but who find philosophical argumentation about educational issues to be useful in developing their own ideas. This series aims to cater for this audience while also presenting ix Series Editor’s Preface rigorous argumentation that can also appeal to a more specialist audience. It is hoped that each volume in this series will provide an intro- duction and set the scene to each topic and give the readership a splendid example of philosophical argumentation concerning a complex and important educational issue.

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This title considers the philosophical debates surrounding the existance, teaching and transferability of thinking skills. "Teaching Thinking Skills" by Steve Johnson was initially published by the Philosophy of Education Society of Great Britain in 2000. In this new edition, Johnson has updated his
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.