Think Again
A Philosophical Approach to Teaching
1st Edition
Published on 26. April 2012
192 pages
978-1-4411-5132-2 (ISBN)
Description
Contemporary education is held captive by an obsession with assessment. The culture of 'teaching-to-the-test' and 'spoon-feeding' has distorted the purpose of teaching and destroyed the joy of free enquiry.
This book offers practical advice on how to use philosophy as the cornerstone of a new approach to teaching and learning, with the central aim of developing students' capacity for deeper, freer thought. Drawing on his experience of innovative curriculum development work, the author explains how philosophical questions provide an excellent vehicle for engaging students and drawing them into analytical, creative and independent ways of thinking. Think Again provides:
* activities for encouraging critical and creative thinking,
* examples of 'entry points' for integrating philosophy in a formal curriculum; and
* practical guidance on using philosophy to enliven learning in a range of subjects.
The author emphasizes the significant opportunity that project work provides for enabling students to develop their research and analytical skills, and suggests how the 13+ curriculum could be developed to bring a philosophical dimension to learning in all subject areas.
This book offers practical advice on how to use philosophy as the cornerstone of a new approach to teaching and learning, with the central aim of developing students' capacity for deeper, freer thought. Drawing on his experience of innovative curriculum development work, the author explains how philosophical questions provide an excellent vehicle for engaging students and drawing them into analytical, creative and independent ways of thinking. Think Again provides:
* activities for encouraging critical and creative thinking,
* examples of 'entry points' for integrating philosophy in a formal curriculum; and
* practical guidance on using philosophy to enliven learning in a range of subjects.
The author emphasizes the significant opportunity that project work provides for enabling students to develop their research and analytical skills, and suggests how the 13+ curriculum could be developed to bring a philosophical dimension to learning in all subject areas.
Reviews / Votes
'John L. Taylor's approach to bringing more philosophy into the classroom is exemplary. He understands that philosophy should not be an optional or even compulsory bolt-on, but deeply entrenched in the teaching of a subject, and with his long experience, he knows exactly how to do this.' Julian Baggini, writer, journalist and co-founder of The Philosophers' Magazine 'John L. Taylor in Think Again throws down a challenge to policy makers, school leaders and individual teachers as well as parents to reflect again on the vision of the 'liberal education tradition' and to articulate clearly what we want and what is needed from education in our time. Think Again alerts us to how the Standards Agenda in education has led to teachers, particularly in the secondary school, concentrating too closely on preparing for the test and to students expecting only that preparation from their teachers. Think Again gives us an opportunity to reconsider the vocation of the teacher as well as the task of the student and frames that in practical terms relevant for everyone with an interest in education today.' Patricia Hannam, County Inspector/Adviser for RE and History, Hampshire, UKMore details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
ISBN-13
978-1-4411-5132-2 (9781441151322)
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Schweitzer Classification
Other editions
Additional editions
Book
06/2012
Continuum Publishing Corporation
€47.22
Article exhausted; check different version
Book
06/2012
Continuum Publishing Corporation
€106.66
Article exhausted; check different version
Person
John L. Taylor is Head of Philosophy and Director of Critical Skills at Rugby School, UK. Before taking up his post at Rugby he tutored in the Philosophy of Science at Oxford University. Since 1999 he has directed the "Perspectives on Science" (PoS) project. Dr Taylor is also a Chief Examiner for the Extended Project.
A.C. Grayling is Master of the New College of the Humanities, UK. He has written and edited numerous works of philosophy and is the author of biographies of Descartes and William Hazlitt.
A.C. Grayling is Master of the New College of the Humanities, UK. He has written and edited numerous works of philosophy and is the author of biographies of Descartes and William Hazlitt.
Content
Preface \ Foreword by A.C. Grayling \ Introduction: The Over-Examined Life \ 1. Encouraging Self-Sufficiency: How to liberate learners through philosophy \ 2. Socratic Mentoring: A guide to philosophical approaches to learning \ 3. Philosophy Within the Curriculum: How to develop a project-based approach \ 4. Project Management: How to supervise the writing of philosophy dissertations \ 5. Re-Unifying the Curriculum: Encouraging students to think philosophically in all subject areas \ 6. Assessment Re-Assessed: An education-driven assessment model \ 7. Philosophically Speaking: The future \ Bibliography \ Index
