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Thinking Through the Arts
by Wendy SchillerThinking Through the Arts draws together a number of different approaches to teaching young children that combine the experience of thinking with the act of expression through art. Developed as an inclusive, broad-ranging and user-friendly text, Thinking Through the Arts presents the unique insight of teachers as researchers, and counters the view that art is emotionally-based and therefore irrelevant to thinking and learning. The areas covered include drama, dance, music, arts environments, technologies, museums and galleries, literacy, cognition, international influences, curriculum development, research and practice. Early childhood and primary teachers and students alike will find this book is an invaluable source of new insights for their own teaching.
Thinking Through the Curriculum
by Robert Burden Marion WilliamsThis book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.
Thinking Through the Curriculum
by Robert Burden Marion WilliamsThis book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.
Thinking through Writing: A Guide to Becoming a Better Writer and Thinker (Skills for Scholars #5)
by John Kaag Jonathan van BelleA concise and practical manual on developing reading, writing, and critical thinking skills in tandem For college students learning how to write on scholarly subjects, writing and critical thinking go hand in hand. And yet most books on these topics are categorized separately: writing guides and critical thinking handbooks. This book is different, offering a manual for developing reading, writing, and thinking skills in tandem. With short, practical chapters, Thinking through Writing helps readers learn to think critically about themselves and the world at large, read carefully and get the necessary literary support, write clearly and persuasively, stay on point, and finish their work as cleanly and compellingly as possible. Drawing on years of teaching critical thinking and writing, including almost a decade of teaching Harvard&’s freshman expository writing course, the authors invite readers to consider the intimate relationship between thinking and the creative, critical, self-actualizing act of writing.• Interviews with some of the most interesting and brilliant writers working today• Advice on how to structure an argument, write for an audience, work through writer&’s block and anxiety, and much more• Tips on how to make your writing unique and personal• Exercises and templates to help novice writers reach their full potential in practice
Thinking through Writing: A Guide to Becoming a Better Writer and Thinker (Skills for Scholars #5)
by John Kaag Jonathan van BelleA concise and practical manual on developing reading, writing, and critical thinking skills in tandem For college students learning how to write on scholarly subjects, writing and critical thinking go hand in hand. And yet most books on these topics are categorized separately: writing guides and critical thinking handbooks. This book is different, offering a manual for developing reading, writing, and thinking skills in tandem. With short, practical chapters, Thinking through Writing helps readers learn to think critically about themselves and the world at large, read carefully and get the necessary literary support, write clearly and persuasively, stay on point, and finish their work as cleanly and compellingly as possible. Drawing on years of teaching critical thinking and writing, including almost a decade of teaching Harvard&’s freshman expository writing course, the authors invite readers to consider the intimate relationship between thinking and the creative, critical, self-actualizing act of writing.• Interviews with some of the most interesting and brilliant writers working today• Advice on how to structure an argument, write for an audience, work through writer&’s block and anxiety, and much more• Tips on how to make your writing unique and personal• Exercises and templates to help novice writers reach their full potential in practice
The Thinking University: A Philosophical Examination of Thought and Higher Education (Debating Higher Education: Philosophical Perspectives #1)
by Søren S.E. Bengtsen Ronald BarnettThis book reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be considered as a merely mental or cognitive construction, still less a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought?To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being.
The Thinking University Expanded: On Profanation, Play and Education (Routledge Research in Higher Education)
by Yusef Waghid Nuraan DavidsThe Thinking University Expanded considers how the university can be extended and developed to an institution of play that becomes a gateway to new compositions and enactments of opportunities and happiness for university academics and students alike. A university of and in continuous play can shape the public sphere in ways that reimagine both the epistemological and political, and the metaphysical and the ethical. Without abandoning the university’s emphasis on thinking, the book examines the prospects of opening the university to ‘a new, possible use’. The singular outcomes-based lens of seeing higher education distorts the humane and ethical nuance of what a university can potentially do and aspire towards. For this reason, the book intends to find a new use for the idea of a university – one that is responsible and responsive in both its pursuit of the truth and being open to different kinds of truth, as made manifest in diverse contexts and life-worlds. This book will be of great interest for academics, researchers and postgraduate students in the field of higher education.
The Thinking University Expanded: On Profanation, Play and Education (Routledge Research in Higher Education)
by Yusef Waghid Nuraan DavidsThe Thinking University Expanded considers how the university can be extended and developed to an institution of play that becomes a gateway to new compositions and enactments of opportunities and happiness for university academics and students alike. A university of and in continuous play can shape the public sphere in ways that reimagine both the epistemological and political, and the metaphysical and the ethical. Without abandoning the university’s emphasis on thinking, the book examines the prospects of opening the university to ‘a new, possible use’. The singular outcomes-based lens of seeing higher education distorts the humane and ethical nuance of what a university can potentially do and aspire towards. For this reason, the book intends to find a new use for the idea of a university – one that is responsible and responsive in both its pursuit of the truth and being open to different kinds of truth, as made manifest in diverse contexts and life-worlds. This book will be of great interest for academics, researchers and postgraduate students in the field of higher education.
Thinking Veganism in Literature and Culture: Towards a Vegan Theory (Palgrave Studies in Animals and Literature)
by Emelia Quinn Benjamin WestwoodThis collection explores what the social and philosophical aspects of veganism offer to critical theory. Bringing together leading and emerging scholars working in animal studies and critical animal studies, Thinking Veganism in Literature and Culture shows how the experience of being vegan, and the conditions of thought fostered by veganism, pose new questions for work across multiple disciplines. Offering accounts of veganism which move beyond contemporary conceptualizations of it as a faddish dietary preference or set of proscriptions, it explores the messiness and necessary contradictions involved in thinking about or practicing a vegan way of life. By thinking through as well as about veganism, the project establishes the value of a vegan mode of reading, writing, looking, and thinking.
Thinking Veganism in Literature and Culture: Towards a Vegan Theory (Palgrave Studies in Animals and Literature)
by Emelia Quinn Benjamin WestwoodThis collection explores what the social and philosophical aspects of veganism offer to critical theory. Bringing together leading and emerging scholars working in animal studies and critical animal studies, Thinking Veganism in Literature and Culture shows how the experience of being vegan, and the conditions of thought fostered by veganism, pose new questions for work across multiple disciplines. Offering accounts of veganism which move beyond contemporary conceptualizations of it as a faddish dietary preference or set of proscriptions, it explores the messiness and necessary contradictions involved in thinking about or practicing a vegan way of life. By thinking through as well as about veganism, the project establishes the value of a vegan mode of reading, writing, looking, and thinking.
Thinking with Feeling: Fostering productive thought in the classroom
by Douglas P. NewtonAre emotions good or bad for thinking and learning? Have you ever wondered why a good lesson of one year falls flat in another? Why do students behave the way they do? Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be.? Thinking with Feeling explores what we mean by productive thought, its interrelationship with mood and emotions, how teachers can manage that interaction to improve teaching and learning, and what teacher trainers could do about it. Synthesising the most important international research in the field, it offers a framework for productive, purposeful thought - deduction, understanding, creative thinking, wise thinking, and critical thinking - and explains how mood and emotion can support and also impede learning.? It considers the effect of the interplay of emotion and intellect on classroom behaviour, on students’ public performance and performance in tests, and how emotional labour can affect the teacher.? Illustrated with examples from practice, this challenging, thoughtful study offers education professionals a basis for understanding the interaction of emotions and cognition and making it a successful partnership in order to improve teaching and learning.
Thinking with Feeling: Fostering productive thought in the classroom
by Douglas P. NewtonAre emotions good or bad for thinking and learning? Have you ever wondered why a good lesson of one year falls flat in another? Why do students behave the way they do? Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be.? Thinking with Feeling explores what we mean by productive thought, its interrelationship with mood and emotions, how teachers can manage that interaction to improve teaching and learning, and what teacher trainers could do about it. Synthesising the most important international research in the field, it offers a framework for productive, purposeful thought - deduction, understanding, creative thinking, wise thinking, and critical thinking - and explains how mood and emotion can support and also impede learning.? It considers the effect of the interplay of emotion and intellect on classroom behaviour, on students’ public performance and performance in tests, and how emotional labour can affect the teacher.? Illustrated with examples from practice, this challenging, thoughtful study offers education professionals a basis for understanding the interaction of emotions and cognition and making it a successful partnership in order to improve teaching and learning.
Thinking with Metaphors in Medicine: The State of the Art (Routledge Advances in the Medical Humanities)
by Alan BleakleyWhile medical language is soaked in metaphor, and thinking with metaphor is central to diagnostic work, medicine – that is, medical culture, clinical practice and medical education – outwardly rejects metaphor for objective, literal scientific language. This thought-provoking book argues that this is a misstep, and critically considers what embracing the use of metaphors and similes might mean for shaping medical culture, and especially the doctor–patient relationship, in a healthy way. Thinking With Metaphors in Medicine explores: how metaphors inhabit medicine – sometimes for the better and sometimes for the worse – and how these metaphors can be revealed, appreciated and understood; how diagnostic work utilizes thinking with metaphors; how patient–doctor communication can be better understood and enhanced as a metaphorical exchange; how the landscape of medicine is historically shaped by leading or didactic metaphors, such as ‘the body as machine’ and ‘medicine as war’, which may conflict with other values or perspectives on healthcare, for instance, person-centred care. Outlining the kinds of metaphors and resemblances that inhabit medicine and how they shape practices and identities of doctors, colleagues and patients, this book demonstrates how the landscape of medicine may be reshaped through metaphor shift. It is an important work for all those interested in the use of language and rhetoric in medicine, whether hailing from a humanities, social science or healthcare background.
Thinking with Metaphors in Medicine: The State of the Art (Routledge Advances in the Medical Humanities)
by Alan BleakleyWhile medical language is soaked in metaphor, and thinking with metaphor is central to diagnostic work, medicine – that is, medical culture, clinical practice and medical education – outwardly rejects metaphor for objective, literal scientific language. This thought-provoking book argues that this is a misstep, and critically considers what embracing the use of metaphors and similes might mean for shaping medical culture, and especially the doctor–patient relationship, in a healthy way. Thinking With Metaphors in Medicine explores: how metaphors inhabit medicine – sometimes for the better and sometimes for the worse – and how these metaphors can be revealed, appreciated and understood; how diagnostic work utilizes thinking with metaphors; how patient–doctor communication can be better understood and enhanced as a metaphorical exchange; how the landscape of medicine is historically shaped by leading or didactic metaphors, such as ‘the body as machine’ and ‘medicine as war’, which may conflict with other values or perspectives on healthcare, for instance, person-centred care. Outlining the kinds of metaphors and resemblances that inhabit medicine and how they shape practices and identities of doctors, colleagues and patients, this book demonstrates how the landscape of medicine may be reshaped through metaphor shift. It is an important work for all those interested in the use of language and rhetoric in medicine, whether hailing from a humanities, social science or healthcare background.
Thinking with Stephen J. Ball: Lines of Flight in Education (Routledge Research in Education)
by Maria TamboukouThis edited volume explores how Stephen Ball’s work has shaped the field of the sociology of education worldwide. Written by internationally based researchers who are Ball’s former PhD students, it draws on different strands of his work to show what it means to think, write and do research inspired by Ball’s theory, methodology and epistemology. The contributions revolve around a wide range of themes including: the ethics of doing educational research, disability studies, the bio-politics of the child’s soul, lived experiences of marginalisation in education, educating migrant and refugee women in the borderlands and post-Brexit reflections on the Bologna process. Chapters draw on different lines of thought from the corpus of a significant and influential figure in the sociology of education to present, explicate and discuss a wide range of research projects, themes, theoretical directions, as well as methodological approaches in the field of the sociology of education today. More than celebrating Ball’s scholarship, this volume shows new and innovative directions in the sociology of education. It will be highly relevant reading for researchers, scholars, and students in the sociology of education, educational policy and politics and educational theory.
Thinking with Stephen J. Ball: Lines of Flight in Education (Routledge Research in Education)
by Maria TamboukouThis edited volume explores how Stephen Ball’s work has shaped the field of the sociology of education worldwide. Written by internationally based researchers who are Ball’s former PhD students, it draws on different strands of his work to show what it means to think, write and do research inspired by Ball’s theory, methodology and epistemology. The contributions revolve around a wide range of themes including: the ethics of doing educational research, disability studies, the bio-politics of the child’s soul, lived experiences of marginalisation in education, educating migrant and refugee women in the borderlands and post-Brexit reflections on the Bologna process. Chapters draw on different lines of thought from the corpus of a significant and influential figure in the sociology of education to present, explicate and discuss a wide range of research projects, themes, theoretical directions, as well as methodological approaches in the field of the sociology of education today. More than celebrating Ball’s scholarship, this volume shows new and innovative directions in the sociology of education. It will be highly relevant reading for researchers, scholars, and students in the sociology of education, educational policy and politics and educational theory.
Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives
by Alecia Youngblood Jackson Lisa A MazzeiWinner of the 2013 American Educational Studies Association's Critics Choice Award! Thinking With Theory In Qualitative Research shows how to use various philosophical concepts in practices of inquiry; effectively opening up the process of data analysis in qualitative research. It uses a common data set and utilizes various theoretical perspectives through which to view the data. It challenges qualitative researchers to use theory to accomplish a rigorous, analytic reading of qualitative data. "Plugging in" the theory and the data produces a variety of readings applying various theorists and their concepts, including: Derrida - Deconstruction Spivak – Postcolonial Marginality Foucault - Power/Knowledge Butler - Performativity Deleuze – Desire Barad – Material Intra-activity Thinking With Theory In Qualitative Research pushes against traditional qualitative data analysis such as mechanistic coding, reducing data to themes, and writing up transparent narratives. These do little to critique the complexities of social life; such simplistic approaches preclude dense and multi-layered treatment of data. It shows that "thinking with theory" pushes research and data and theory to its exhaustion in order to produce knowledge differently. By refusing a closed system for fixed meaning, a new analytic is engaged to keep meaning on the move. The result is an extension of thought beyond an easy sense. ? Special features of the book include schematic cues to help guide the reader through what might be new theoretical terrain, interludes that explain the possibilities of thinking with a particular concept and theorist and detailed chapters that plug the same data set into a specific concept. This vital tool will help researchers understand and fully utilize their powers of data analysis and will prove invaluable to both students and experienced researchers across all of the social sciences.
Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives
by Alecia Youngblood Jackson Lisa A MazzeiWinner of the 2013 American Educational Studies Association's Critics Choice Award! Thinking With Theory In Qualitative Research shows how to use various philosophical concepts in practices of inquiry; effectively opening up the process of data analysis in qualitative research. It uses a common data set and utilizes various theoretical perspectives through which to view the data. It challenges qualitative researchers to use theory to accomplish a rigorous, analytic reading of qualitative data. "Plugging in" the theory and the data produces a variety of readings applying various theorists and their concepts, including: Derrida - Deconstruction Spivak – Postcolonial Marginality Foucault - Power/Knowledge Butler - Performativity Deleuze – Desire Barad – Material Intra-activity Thinking With Theory In Qualitative Research pushes against traditional qualitative data analysis such as mechanistic coding, reducing data to themes, and writing up transparent narratives. These do little to critique the complexities of social life; such simplistic approaches preclude dense and multi-layered treatment of data. It shows that "thinking with theory" pushes research and data and theory to its exhaustion in order to produce knowledge differently. By refusing a closed system for fixed meaning, a new analytic is engaged to keep meaning on the move. The result is an extension of thought beyond an easy sense. ? Special features of the book include schematic cues to help guide the reader through what might be new theoretical terrain, interludes that explain the possibilities of thinking with a particular concept and theorist and detailed chapters that plug the same data set into a specific concept. This vital tool will help researchers understand and fully utilize their powers of data analysis and will prove invaluable to both students and experienced researchers across all of the social sciences.
Thinking with Your Hands: The Surprising Science Behind How Gestures Shape Our Thoughts
by Susan Goldin-MeadowAn astounding account of how gesture, long overlooked, is essential to how we learn and interact, which &“changes the way you think about yourself and the people around you.&” (Ethan Kross, bestselling author of Chatter) We all know people who talk with their hands—but do they know what they&’re saying with them? Our gestures can reveal and contradict us, and express thoughts we may not even know we&’re thinking. In Thinking with Your Hands, esteemed cognitive psychologist Susan Goldin-Meadow argues that gesture is vital to how we think, learn, and communicate. She shows us, for instance, how the height of our gestures can reveal unconscious bias, or how the shape of a student&’s gestures can track their mastery of a new concept—even when they&’re still giving wrong answers. She compels us to rethink everything from how we set child development milestones, to what&’s admissible in a court of law, to whether Zoom is an adequate substitute for in-person conversation. Sweeping and ambitious, Thinking with Your Hands promises to transform the way we think about language and communication.
Thinkquiry Toolkit 1: Reading and Vocabulary Strategies for College and Career Readiness
by PCG EducationEssential, easy-to-implement tools for teachers to help improve literacy across the content areas, as mandated by the CCSS Thinkquiry Toolkit 1, Second Edition, is a collection of teacher instructional practices, student learning strategies, and collaborative routines that improves reading comprehension and vocabulary learning in grades 4 through 12. Each practice, strategy, or routine is research-based, high impact, multi-purpose and effective in improving student learning across multiple content areas. It addresses the importance of the ability to read, write, speak, listen, and think well enough to learn whatever one wants to learn, to demonstrate that learning, and to transfer that learning to new situations. Thinkquiry Toolkit 1 iscomprised of five sections: Overview of the Common Core State Standards for English Language Arts & Literacy and the related instructional shifts Selecting the Right Tools for Maximum Learning Laying the Foundation Before Reading/Learning Building New Knowledge During Reading/Learning, and Expanding and Deepening Understanding After Reading/Learning If teachers collaboratively use these practices, strategies, and routines; teach them to students; and use them regularly across content areas, students will develop confidence and competence as readers, writers, and learners. A division of Public Consulting Group (PCG), PCG Education provides instructional and management services and technologies to schools, school districts, and state education agencies across the U.S. and internationally. They apply more than 30 years of management consulting expertise and extensive real-world experience as teachers and leaders to strengthen clients' instructional practice and organizational leadership, enabling student success.
Thinkquiry Toolkit 1: Reading and Vocabulary Strategies for College and Career Readiness
by PCG EducationEssential, easy-to-implement tools for teachers to help improve literacy across the content areas, as mandated by the CCSS Thinkquiry Toolkit 1, Second Edition, is a collection of teacher instructional practices, student learning strategies, and collaborative routines that improves reading comprehension and vocabulary learning in grades 4 through 12. Each practice, strategy, or routine is research-based, high impact, multi-purpose and effective in improving student learning across multiple content areas. It addresses the importance of the ability to read, write, speak, listen, and think well enough to learn whatever one wants to learn, to demonstrate that learning, and to transfer that learning to new situations. Thinkquiry Toolkit 1 iscomprised of five sections: Overview of the Common Core State Standards for English Language Arts & Literacy and the related instructional shifts Selecting the Right Tools for Maximum Learning Laying the Foundation Before Reading/Learning Building New Knowledge During Reading/Learning, and Expanding and Deepening Understanding After Reading/Learning If teachers collaboratively use these practices, strategies, and routines; teach them to students; and use them regularly across content areas, students will develop confidence and competence as readers, writers, and learners. A division of Public Consulting Group (PCG), PCG Education provides instructional and management services and technologies to schools, school districts, and state education agencies across the U.S. and internationally. They apply more than 30 years of management consulting expertise and extensive real-world experience as teachers and leaders to strengthen clients' instructional practice and organizational leadership, enabling student success.
Third Culture Kids: The Children of Educators in International Schools
by Ettie ZilberThe concept of the Third Culture Kids (TCKs), children who follow their globetrotting parents around the world, is not a new one and has been widely studied. However, there is one specific group of TCKs who have, until now, been largely ignored EdKids, the children of international school educators.
Third Culture Teacher: 2019
by Lucy BaileyDr Lucy Bailey presents a concise and coherent guide for those who are interested in pursuing a teaching career internationally. This book covers all the things you should consider as well as the advantages and disadvantages of living and working in an entirely new culture and country that you might face.If you've ever considered taking the big leap, looking for a new adventure, and relocating to a completely different country, continent or time zone, then this book will guide you through the steps and help you answer all the big questions to figure out if it's really for you. This is a book that is applicable both for those who are looking to take the journey on their own or with their immediate family.Written by someone who has made the move herself and lived in over four different countries with her husband - who is an international school headteacher - and their four daughters, Dr Lucy Bailey provides essential, key information and more than useful advice.
The Third Delight: Internationalization of Higher Education in China (East Asia: History, Politics, Sociology and Culture)
by Rui YangGlobalization and internationalization are salient features of our times in significant modern and post-modern social theories. This study contributes to the literature, and delineates a comprehensive picture of China's higher education internationalization, with an analysis of its costs and benefits, set in an international comparative perspective.
The Third Delight: Internationalization of Higher Education in China (East Asia: History, Politics, Sociology and Culture)
by Rui YangGlobalization and internationalization are salient features of our times in significant modern and post-modern social theories. This study contributes to the literature, and delineates a comprehensive picture of China's higher education internationalization, with an analysis of its costs and benefits, set in an international comparative perspective.