发表于2024-12-25
Developing Minds: A Resource Book for Teaching Thinking 2024 pdf epub mobi 电子书
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<div> Nothing worse could happen to one than to be corn</div>
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<div>pletely understood.</div>
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<div>--Carl Jung</div>
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<div> for human movement to be per-</div>
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<div>, style, and grace. It takes years of</div>
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<div>on, and coaching to become a</div>
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<div> skilled gymnast or ice skater, for instance. Improvement is</div>
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<div> demonstrated by the increasing mastery of complex and in-</div>
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<div> tricate maneuvers performed repeatedly on command with</div>
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<div> sustained and seemingly effortless grace. The distinction</div>
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<div> between awkwardness and agility is obvious to even the</div>
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<div> most undisciplined observer.</div>
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<div> Like strenuous movement, thinking is hard work. Sim-</div>
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<div> ilarly, we can assume that with proper instruction, human</div>
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<div>thought processes can become more broadly applied, more</div>
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<div>spontaneously generated, more precisely focused, more in-</div>
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<div>tricately complex, more metaphorically abstract, and more</div>
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<div> insightfully divergent. Such refinement also requires prac-</div>
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<div>tice, concentration, and coaching. Unlike athletics, however,</div>
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<div>thinking is most often idiosyncratic and covert. Definitions</div>
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<div>of thought processes, strategies for their development, and</div>
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<div>assessment of the stamina required for their increased</div>
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<div>mastery are therefore illusive. Awkwardness and agility</div>
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<div>are not as easily distinguished in thinking as they are in</div>
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<div>athletics.</div>
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<div> Today there is a growing realization worldwide, by ed-</div>
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<div>ucators as well as the general public, that the level of a</div>
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<div>country's development depends on the level of intellectual</div>
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<div>development of its people. Indeed, Luis Alberto Machado</div>
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<div>(1980), the former Venezuelan Minister of Intellectual De-</div>
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<div>velopment, reminds us that all</div>
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<div>right to the full development</div>
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<div>human beings have a basic</div>
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<div>of their intellect. Further-</div>
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<div> more, recent research in education, psychology, and neu-</div>
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<div> robiology supports the belief of many educators that the in-</div>
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<div> creasing interest in teaching thinking is not just a backlash</div>
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<div> from the "back to basics" movement. Rather, it is an integral</div>
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<div> component of instruction in every school subject, and</div>
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<div> achievement depends largely on the inclusion of those</div>
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<div>mental processes prerequisite to mastery of that subject.</div>
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<div> Just as the "Age of Aquarius" left its mark on education</div>
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<div>in the 1970s by vindicating affect as an essential considera-</div>
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<div>tion of learning, the greatest contribution of today's "Infor-</div>
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<div>mation Age" may well be the inclusion of intellectualpro-</div>
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<div>cesses as essential to all learning.</div>
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<div> This resource book is dedicated to educators who be-</div>
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<div>lieve that teaching is one of the most powerful mechanisms</div>
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<div>for developing intellectual prowess; that meaningful inter-</div>
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<div>action with adults, peers, and the environment is essential</div>
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<div>in mediating the learner's intellectual development; that</div>
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<div>learning is a continual transformation of inner perceptions,</div>
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<div>knowledge, and experiences; and that all human beings</div>
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<div>have the potential to continually develop their intellectual</div>
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<div>powers throughout their lives. It is intended to help educa-</div>
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<div>tional leaders--teachers, administrators, curriculum work-</div>
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<div>ers, staff developers, and teacher educators--infuse curric-</div>
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<div>ulum, instruction, and school organization with practices</div>
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<div>that more fully develop children's intellectual potentials.</div>
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<div> Because the research in and development of cognitive</div>
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<div>education programs are progressing rapidly, this book is</div>
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<div>not intended to be complete. Rather, it is intended to serve</div>
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<div>as a practical resource to help initiate change, to validate</div>
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<div>the enhancement of intelligent behavior as a legitimate goal</div>
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<div>of education, to invite critical assessment of existing school</div>
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<div>practices for their contributions to children's intellectual<br />
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<div>growth, and to foster the expansion of thinking throughout</div>
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<div>the curriculum.</div>
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<div> Practical Applications of this Book</div>
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<div> Classification involves the separation of data and infor-</div>
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<div> mation into groups by commonalities and differences. The</div>
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<div> labels given to these groups should describe, as precisely</div>
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<div> as possible, their essential elements and attributes. Catego-</div>
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<div> rization, in contrast, involves a system of groupings; attri-</div>
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<div> butes of objects, events, and conditions are examined to de-</div>
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<div> termine which predetermined group they should be</div>
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<div> assigned to.</div>
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<div> The categories chosen for this book were developed</div>
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<div> by classifying numerous concerns; expressions of interest;</div>
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<div> identified needs; and questions posed by teachers, curric-</div>
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<div> ulum workers; administrators, staff developers, psycholo-</div>
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<div> gists, and teacher educators. Thus, we hope this resource</div>
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<div> book will give you practical assistance in initiating, improv-</div>
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<div> ing, and evaluating your curriculum and instructional ef-</div>
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<div> forts to infuse thinking into your educational programs.</div>
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<div> Developing Minds.. A Resource Book for Teaching</div>
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<div> Thinking provides an organized space for information</div>
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<div> about curriculums intended to develop students' thinking</div>
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<div> abilities, instructional strategies, and behaviors that en-</div>
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<div> hance their thinking. It offers the beginning of a categori-</div>
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<div> zation system into which additional helpful resources may</div>
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<div> be placed.</div>
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<div> You may wish to create new classifications. You should</div>
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<div> also be alert to materials and resources that will help you</div>
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<div> develop instructional programs for thinking and, after ex-</div>
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<div> amining their attributes, fit them into one of the categories</div>
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<div> provided.</div>
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<div> We don't recommend reading this book from cover to</div>
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<div> covet Regardless of your school or district situation, or tim</div>
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<div>progress you may have already made in installing thinking</div>
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<div>skills instruction in your curriculum, this book will provide</div>
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<div>ideas, examples, definitions, and programs to give you a</div>
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<div>boost when you appropriately need one.</div>
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<div> While we have also included resources on a national</div>
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<div>level, you may wish to conduct a similar search of your own</div>
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<div>local resources. Talented people, innovative programs, and</div>
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<div>provocative media are available in most schools and com-</div>
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<div>munities. The process begins wherever you are.</div>
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<div> On the day of its publication, Developing Minda wi</div>
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<div> be obsolete--prices will have increased, new programs de</div>
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<div> veloped, additional research generated, and new article</div>
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<div> and books written and published. You should ,expect thes</div>
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<div> changes.</div>
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<div> Although this publication is copyrighted, most of it~</div>
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<div> contents are contributions and descriptions of noncopy</div>
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<div> righted ideas. You are therefore invited to duplicate those</div>
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<div> portions you find suitable for distribution to communit~</div>
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<div> groups, school staffs, boards of education, and so forth. We</div>
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<div> merely ask that you identify the book on all duplicated ma</div>
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<div> terials, and not use these materials for resale. For example</div>
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<div> if you need a statement of philosophy or rationale to sup-</div>
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<div> port your staff development or curriculum writing project,</div>
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<div> please duplicate or adapt the one contained in Part I. Give</div>
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<div> credit to the authors, Jay McTighe and Jan Schollenberger;</div>
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<div> then feel free to use it as a discussion starter for your own</div>
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<div> group. Our interest is to improve educational practices, us-</div>
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<div> ing this book as a means of getting the word out.</div>
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<div> Developing Minds is not a recipe book, nor does it</div>
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<div> provide easy answers. A curriculum for thinking, and there-</div>
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<div> fore this book, is intentionally unfinished. Its design is</div>
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<div> symbolic of this field of educational inquiry today---Contr0-</div>
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<div> versial, tentative, incomplete, and fascinating. Several chap-</div>
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<div> ters present alternative approaches, multiple definitions,</div>
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<div> and differing points of viev< This is purposeful. Instruc-</div>
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<div>tional leaders, working with other educators and interested</div>
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<div>community members, will strive for improvement by con-</div>
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<div>tinuing to stimulate dialogue, gathering additional re-</div>
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<div>sources and data, clarifying meaning, synthesizing defini-</div>
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<div>tions, and searching for better ways of learning to think</div>
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<div>through education. Out of this confusion comes enlighten-</div>
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<div>ment. Thus theproce~ of developing curriculum, improv-</div>
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<div>ing instructional strategies, and assessing students' growth</div>
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<div>in thinking abilities is, and should be, an intellectually</div>
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<div>stimulating experience.</div>
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<div>Arthur L. Costa</div>
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<div> REFERENCE</div>
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<div>Machado, L. A. TheRight to be Intelligent. New York: Pergamon</div>
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<div> Press, 1980.</div>
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Developing Minds: A Resource Book for Teaching Thinking 2024 pdf epub mobi 电子书