Education for Thinking Review

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Education for Thinking ReviewThe ability to understand underlying facts. The skills to present an argument in a calm and rational manner. The maturity to understand that there are two, if not more sides, to an proposition. Not one of these assets are objectives that necessarily come to mind when one thinks of what the primary and secondary education system ought to provide. Deanna Kuhn, Professor of Psychology and Education at Teachers College, Columbia University, believes that is precisely what is missing from the process of developing not only citizens who can read, write and perform math equations, but also contribute to the civic society.
Education for Thinking argues that schools should not only fill children's minds with facts and processes, but actually teach how to think. Professor Kuhn, through this well-written and researched book, views that the product of education should be thinking and understanding the ideas that underly the facts. Schools, for the most part, do not focus on those cognitive abilities.
I am a board member of the National Association of Urban Debate Leagues, a nonprofit organization which seeks to build competitive debate programs in urban high schools. Debate fosters research, analytical and rhetorical skills that are the key to advanced thinking. Professor Kuhn's book reads like a blueprint of so much that we are trying to accomplish. I recommend this book to administrators, teachers and parents who are frustrated by what seem like the inherent limitations of the current educational model in this era of No Child Left Behind. This book will provide the foundation and ideas to, at the very least, start the conversation of what our schools should be preparing our kids for.Education for Thinking Overview
What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.

Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"—a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow students to appreciate their power and utility as they engage in them.

Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.


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