Synopsis
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 argument, Harvey Siegel has contributed a counter-argument and Christopher Winch has provided a foreword and afterword drawing the debates together.
The issues debated in this new edition of Teaching Thinking Skills include:
Do thinking skills exist?
What are the aims of education?
Can thinking skill be taught?
Are thinking skills transferable?
Teaching Thinking Skills raises issues not only for those concerned with thinking skills per se but more broadly for those concerned with the role of thinking in professional and vocational activities and with the extent to which abilities are broad or narrow, transferable or non-transferable.
"synopsis" may belong to another edition of this title.
About the Authors
Stephen Johnson lectures in law at North Warwickshire College, UK. He has taught across all sectors, including in primary and secondary schools and sixth form colleges.
Harvey Siegel is Professor and Chair of the Department of Philosophy, University of Miami, USA.
Christopher Winch is Professor of Educational Philosophy and Policy at King's College London, UK.
"About this title" may belong to another edition of this title.
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Paperback. Condition: New. 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 argument, Harvey Siegel has contributed a counter-argument and Christopher Winch has provided a foreword and afterword, drawing the debates together. The issues debated in this new edition of "Teaching Thinking Skills" include: Do thinking skills exist? What are the aims of education? Can thinking skill be taught? Are thinking skills transferable? "Teaching Thinking Skills" raises issues not only for those concerned with thinking skills per se but more broadly for those concerned with the role of thinking in professional and vocational activities and with the extent to which abilities are broad or narrow, transferable or non-transferable. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. It aims to stimulate debate and to contribute to better informed educational initiatives. Seller Inventory # 0019580
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