A Weblog

One of the texts we use in CCT 601: Critical Thinking is a book that came out of the Harvard Graduate School of Education group called Project Zero—yes, it’s the same one that Howard Gardner runs. The Thinking Classroom gives the educator some very concrete tools to approach some rather abstract concepts in the classroom. The format of the book is more helpful than most: two chapters cover each chunk of material. The first of the pair always introduces the concept and gives a little justification for its relevance. The second chapter illustrates the concept in practice through a handful of annotated examples. I don’t fully agree with everything they say, but I like format. That’s saying a lot.

Anyway, it’s useful to know many of my journal entries respond (in part) to this book. We also read a lot of articles, if I get the chance I’ll put references at the bottom of each of these posts.

Journal 2: Skills and Dispositions

Here I continue to investigate building learning environments from the community up. In particular, I briefly examine the differences between raw skill and dispositions actually to use those skills. I decide that there really is no difference from the standpoint of culture. Instead, I propose that the schedule (or sensitivity) of practice of a skill is built into the culture through a mechanism which I call tradition. Equipped with traditions of practice, educators can instill really abstract things like intrinsic motivation and measured risk-taking in their students simply by provided the proper community, proper culture, and proper traditions.

Let me know what you think.

P.S.—This entry is missing a graph in the right margin of the first page where it says “Performance over time.” [I drew it in by hand on the copy I submitted in class.] The graph starts out relatively flat, dips down, and then rises up above the starting level and flattens out again.

Technorati Tags:thinking classroom, education, culture, skills, disposition, intelligence, motivation, community, learning, learning environment, cct, critical thinking, traditions

Well, last semester I kept a journal for my class CCT 602: Creative Thought. This semester I’m doing the same for CCT 601: Critical Thought. I think that what I’m writing now is more interesting. I’ve been able to build on my work from previous classes, but somehow things seem to be coming together now. To indulge my narcissism, I’ve decided to post my papers right here on my blog—that way at least my grandmother can read them.

The Culture of Thinking

In this entry, I try to tease out some of the more obvious components of society. In doing so, I look for applications in a learning environment context. Values pop out as a the centerpiece of attention—and whether a classroom is structure to enable the learning and use of higher-order thinking skills is really a commentary on the values of the classroom. The implication is somewhat surprising: there is no such thing as a morally neutral education. Every action in a classroom is a statement of value judgment.

In particular, I introduce a concept of central importance to my later journal: a behavior space. After all, how can you “take me to Funkytown?”

Technorati Tags:tishman, perkins, jay, education, classroom, learning environment, society, value, culture of thinking, critical thinking, learning, knowledge, community, cct, behavior space