Developing Critical Thinking

From Theory to Classroom Practice

Edited by Fernando Naiditch

Not available to order

Publication date:

14 November 2016

Length of book:

190 pages

Publisher

Rowman & Littlefield Publishers

ISBN-13: 9781475818949

Critical thinking requires a deep understanding of the topic at hand and the ability to look at content from diverse, and often unfamiliar, perspectives. Critical thinkers engage with material in innovative and creative ways to analyze, synthesize and assess it in order to reach their own informed conclusions. Critical Thinking: From Theory to Classroom Practice invites readers to revisit their pedagogy to promote this type of inquiry. Scholars and practitioners from several content areas introduce several examples of instructional strategies, classroom practices, and projects at multiple grade levels. Their experiences come together to highlight practical ways to foster students’ critical thinking skills and encourage them to engage in learning in new ways.

Fernando Naiditch, Montclair State University, USA
Fernando Naiditch,Montclair State University, USA
Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom
Olivier Michaud,Université du Québec à Rimouski, Québec, Canada
Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design
Elizabeth Quintero,California State University, Channel Islands, USA
Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community
Jean Ann Slusarczyk & Lucy Villaluz,Franklin Elementary School, Bloomfield, NJ, USA
Mark Russo,Pascack Valley Regional High School District, NJ, USA
Fernando Naiditch,Montclair State University, USA
Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs
Mark Alter and Joan Rosenberg,New York University, USA
Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontifícia Universidade Católica do Rio Grande do Sul, Brazil
Fernando Naiditch,Montclair State University, USA
Kathryn Herr,Montclair State University, USA
About the Editor
About the Contributors

Developing Critical Thinking: From Theory to Classroom Practice is atypical of the genre of book in which Higher Ed research is focused like a prescription on shifting classroom practice. Taking up the issue of critical thinking, Naiditch and the scholars he has enlisted turn to real classrooms and real children to show how teachers in schools and universities are using thoughtful study of their practice to engage their students in critical thinking. Their focus is on engaging learners (both teachers and students) to look at a variety of problems ranging from intensely personal ones like making algebra meaningful to general ones shared across a class and school, for example, bullying. In each instance, learners are encouraged both to use the broad range of knowing that is available in their community and to share and question so that multiple points of view are brought to the issue, are heard, and are considered. This is difficult work! There is no right way espoused here unless it is that when there is a genuine quest for knowledge on the part of teachers and students, high-level critical thinking is inevitable, engaging, and inspiring.