Clueless in Academe: How Schooling Obscures the Life of the Mind
Reads0
Chats0
TLDR
Graff as discussed by the authors describes how schooling obscures the life of the mind: "Curious in Academe" and "How Schooling Obscures The Life of the Mind".Abstract:
Book review of Clueless in Academe: How Schooling Obscures the Life of the Mind, Gerald Graff, Yale University Press, New Haven and London, 2003read more
Citations
More filters
Journal ArticleDOI
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Deanna Kuhn,Amanda Crowell +1 more
TL;DR: A multiyear intervention that used electronically conducted dialogues on social issues as the medium to develop argumentive reasoning skills in two cohorts of young adolescents appears to be a viable one for developing cognitive skills that the comparison-group data show do not routinely develop during this age period.
Journal ArticleDOI
Thinking Together and Alone
TL;DR: Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K-12 students as mentioned in this paper. But to what extent is this enthusiasm warranted? Is the practice uniformly productive or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved?
Journal ArticleDOI
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence
TL;DR: This article examined how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse and demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group.
Journal ArticleDOI
Critical Thinking as Discourse
TL;DR: In this article, critical thinking is defined as a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit, with the assumption that an argument depends for its meaning on how others respond.
Journal ArticleDOI
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment
TL;DR: In this paper, the authors examined how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment and found significant gains in evidence use and in metalevel communication about evidence after students engaged in reflective activi- ties.
References
More filters
Journal ArticleDOI
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Deanna Kuhn,Amanda Crowell +1 more
TL;DR: A multiyear intervention that used electronically conducted dialogues on social issues as the medium to develop argumentive reasoning skills in two cohorts of young adolescents appears to be a viable one for developing cognitive skills that the comparison-group data show do not routinely develop during this age period.
Journal ArticleDOI
Thinking Together and Alone
TL;DR: Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K-12 students as mentioned in this paper. But to what extent is this enthusiasm warranted? Is the practice uniformly productive or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved?
Journal ArticleDOI
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence
TL;DR: This article examined how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse and demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group.
Journal ArticleDOI
Critical Thinking as Discourse
TL;DR: In this article, critical thinking is defined as a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit, with the assumption that an argument depends for its meaning on how others respond.
Journal ArticleDOI
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment
TL;DR: In this paper, the authors examined how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment and found significant gains in evidence use and in metalevel communication about evidence after students engaged in reflective activi- ties.