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Thinking in Education
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  • Cited by 255
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Hart, Caroline Sarojini 2018. New Frontiers of the Capability Approach. p. 617.

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    Fitzpatrick, Melissa and Reed-Sandoval, Amy 2018. Race, pre-college philosophy, and the pursuit of a critical race pedagogy for higher education. Ethics and Education, Vol. 13, Issue. 1, p. 105.

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    Cassidy, Claire Marwick, Helen Deeney, Lynn and McLean, Gillian 2018. Philosophy with children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs. Emotional and Behavioural Difficulties, Vol. 23, Issue. 1, p. 81.

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    Resnick, Lauren B. Asterhan, Christa S. C. Clarke, Sherice N. and Schantz, Faith 2018. The Wiley Handbook of Teaching and Learning. p. 323.

    Hirst, Nicky 2018. Education for sustainability in higher education; Early Childhood Studies as a site for provocation, collaboration and inquiry. Education 3-13, p. 1.

    Reynolds, Dan and Daniel, Shannon 2018. Toward Contingency in Scaffolding Reading Comprehension: Next Steps for Research. Reading Research Quarterly, Vol. 53, Issue. 3, p. 367.


Book description

The first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.


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