Joan Middendorf is Lead Instructional Consultant in the Center for Innovative Teaching and Learning and Adjunct Professor in Educational Leadership at Indiana University. Joan Middendorf’s specialty lies in leading faculty to help make disciplinary ways of thinking available to students in such groups as a Media School, Latino Studies Program and NSF-funded STEM groups at universities around the world. With David Pace she developed and published the “Decoding the Disciplines” model. As co-director of the History Learning Project (HLP), she has focused on emotional bottlenecks to learning. Along with Professors Diaz, Pace, and Shopkow the HLP won the 2008 Menges Research Award from the Professional and Organizational Development Network in Higher Education and the 2009 McGraw-Hill – Magna Publications (Weimer) Scholarly Work on Teaching and Learning Award. Among her many publications, she was first author on the 2015 “What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom,” which appeared in Arts and Humanities in Higher Education, 14.
Leah Shopkow is Associate Professor in the Department of History at Indiana University. Leah Shopkow examines medieval historiography in her disciplinary work, which provided a natural segue into history pedagogy. A founding co-director and the PI of the History Learning Project (HLP), her recent publications include “The History Learning Project ‘Decodes’ a Discipline: The Union of Epistemology and Teaching” in The Scholarship of Teaching and Learning In and Across the Disciplines (2013) as and “From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities” in Changing the Conversation about Higher Education (2103) as first author. With Arlene Díaz she has written “A Tale of Two Thresholds,” in Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education (2017) and has had an article entitled “How Many Sources Do I Need?” accepted by The History Teacher. Her critical edition of the Chronicle of Andres (c. 1220-1234, Pas-de-Calais) has been accepted by Corpus Christianorum.
Learning to Think Things Through presents a combination of instruction and exercises that shows the reader how to become active learners rather than passive recipients of information, use critical thinking to more fully appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, and to maintain an overview of the field so they can see the parts in terms of the whole. The model of critical thinking (used throughout the book) is in terms of the elements of reasoning, standards, and critical thinking processes. This model is well-suited to thinking through any problem or question. The 4th edition reflects streamlined writing, with changes and substantial edits on virtually every page.
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Marvin Minsky was a pioneering researcher in artificial intelligence whose work led to both theoretical and practical advances. His work was motivated not only by technological advancement but also by the desire to understand the workings of our own minds. Minsky's insights about the mind provide fresh perspectives on education and how children learn. This book collects for the first time six essays by Minsky on children, learning, and the potential of computers in school to enrich children's development. In these essays Minsky discusses the shortcomings of conventional education (particularly in mathematics) and considers alternative approaches; reflects on the role of mentors; describes higher-level strategies for thinking across domains; and suggests projects for children to pursue. Each essay is paired with commentary by one of Minsky's former colleagues or students, which identifies Minsky's key ideas and connects his writings to current research. Minsky once observed that in traditional teaching, “instead of promoting inventiveness, we focus on preventing mistakes.” These essays offer Minsky's unique insights into how education can foster inventiveness.
Commentary by Hal Abelson, Walter Bender, Alan Kay, Margaret Minsky, Brian Silverman, Gary Stager, Mike Travers, Patrick Henry Winston
The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.
The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.
The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria
The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.