Liberation Thinking [electronic resource] / Jack Lochhead.
The goal of this paper is to relate liberation and the teaching of thinking. By looking at the great liberators throughout history, teachers can learn about their own craft. The goal of teaching thinking ought to be to develop individuals who can think for themselves. Such people have some measure o...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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| Subjects: |
MARC
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| 100 | 1 | |a Lochhead, Jack. | |
| 245 | 1 | 0 | |a Liberation Thinking |h [electronic resource] / |c Jack Lochhead. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED359152. | ||
| 500 | |a Sponsoring Agency: National Science Foundation, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NSF-TEI-8751491. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the International Conference on Thinking (4th, San Juan, PR, August 1989). Contains some light type which may not reproduce well. |5 ericd. | ||
| 520 | |a The goal of this paper is to relate liberation and the teaching of thinking. By looking at the great liberators throughout history, teachers can learn about their own craft. The goal of teaching thinking ought to be to develop individuals who can think for themselves. Such people have some measure of control over the meaning they make of their experiences and of the ways in which they structure their lives. They are thus empowered and liberated. Constructivism is one approach that presents some interesting challenges to education. The approach represents an understanding of the human condition that places primary emphasis on the independence of each person's interpretation of his or her own experience. A method proposed for approaching such a goal is to engage students in active thinking through some form of dialogue. Stimulating a sense of power and control in one's students necessarily involves giving up some forms of power teachers have traditionally held. Among these is the power to determine the validity of the conclusions reached by students. For the teacher of thinking the most difficult task is to learn how to trust one's own students. (LL) | ||
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