23 апреля 2017
Taking Our Students on a Journey to Personal Freedom
Concepts are to us like the air we breathe. They are everywhere. They are essential to our lives. But we rarely notice them. Yet only when we have conceptualized a thing in some way, only then, can we think about it. Nature does not give us, or anyone else, instructions in how things are to be conceptualized. We must create that conceptualization, alone or with others. Once conceptualized, a thing is integrated by us, into a network of ideas (since no concept or idea ever stands alone). We conceptualize things personally by means of our own ideas. We conceptualize things socially by means of the ideas of others (social groups). We explain one idea by means of other ideas. So if someone asked us to say what a “friend” is, we might say, as the Webster’s New World does, “a person whom one knows well and is fond of.” If that same person asked us to say what it means to “know someone well,” we would respond by introducing yet further ideas or concepts.
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Comments Off on Content Is Thinking, Thinking is Content
31 марта 2017
A Foundation for The Logic of Teaching
Richard Paul and Linda Elder
March 22, 1999
The first and most important insight necessary for the appropriate design of instruction and curriculum is that content is, in the last analysis, nothing more nor less than a mode of thinking. Let me explain.
There are many ways to begin to grasp the profound truth that all content is nothing more nor less than a mode of thinking (about something), a way of figuring something out, a way of understanding something through thought. Here are just three ways of beginning to grasp this truth:
1) All “content” in school is content in a subject. All subjects are areas of study. All areas of study are “things” that we are interested in “figuring out”. – Далее –
Comments Off on Mini lecture: “Parts of thinking” (video + test).
20 февраля 2017
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