Exhibits to the highest degree that commitment to rationality that scheffler is so at pains to argue on bhalf of. No viewpoint is misrepresented: there is meticulous concern to state the issues. -- Philosophical Books

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education.

I loved A Reason to Teach. It challenged me to think about how to infuse democratic principals into the intellectually charged reading and writing workshops that thrive in our best schools. Every thoughtful educator needs this book. - Stephanie Harvey, coauthor of The Comprehension Toolkit This book shows why James Beane's work is so crucial to all of us. It needs to be read by anyone who is both deeply concerned with countering the challenges coming from conservative movements in education and committed to building an education that is worthy of its name. - Michael W. Apple, coauthor of Democratic Schools Over his long career, James Beane has worked with teachers at all levels and been a voice for progressive reform in American education. In A Reason to Teach, he brings together many of the best ideas about teaching, learning, curriculum, collaboration, and community. Not only does Beane show us how to make deep learning happen in the classroom, he also challenges us to enact our nation's noblest ideals in our work with young people. A Reason to Teachis written for teachers who want to bring democratic teaching to their classrooms and schools. The book not only explains whyteachers should choose this point of view, but tells how, offering a wide range of practical resources for classrooms and schools at all levels, including tools for: involving students in planning and assessing their work embedding social issues in classroom content arranging projects and collaborative activities organizing integrative curriculum units building classroom communities. All of these ideas are illustrated with vibrant examples from real classrooms around the country, including an extended case study of how one teacher and his students in a large city organized their curriculum around the goal of getting a new school for their neighborhood. Throughout A Reason to Teach, Beane offers specific guidance on instructional strategies that emphasize students' choice, participation, and critical inquiry. The book offers suggestions on how to get started in the classroom, how to think in new ways about what we already do, and how to reach out to colleagues for support. Eminently practical and thoroughly principled, A Reason to Teachshows the how, the why, and the power of the democratic way. In a time when national educational policy is drifting away from its founding principles, James Beane takes us back to the real basics, building upon the long history of progressive education with insights, encouragement, and hope for renewing our commitment to it in the classroom and the nation.

Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

Creating better outcomes for your students sometimes means you have to challenge the odds. Academics and standardized assessments aren't enough. You need to educate both their hearts and minds. Strengthen your students' resilience, spark their curiosity for learning, and encourage future success in college, career, and beyond. Be the best teacher you can be and infuse social emotional skills into your teaching of any subject. In Teaching with the HEART in Mind, Dr. Lorea Martínez Pérez provides a comprehensive roadmap to understanding the psychology of emotions, relationships, and adversity in learning, while equipping you to teach SEL skills and develop your own social and emotional intelligence. Full of practical techniques for educators of all subjects, this is your guide for transforming your classroom through essential SEL principles. You'll learn: How to create a safe, supportive school environment that encourages a positive educational mindset and better goal setting. A three-step process to infuse HEART skills into lesson planning for every subject and grade level. A full scope and sequence by grade, along with indicators of mastery for each skill in the HEART in Mind program. Tools for teachers to develop their own social and emotional capacity for a more effective and resilient teaching focus. Over 90 activities to implement SEL into your classroom-even virtually! Empower your students to be their best selves. Get Teaching with the HEART in Mind today and plant the seeds for a more caring, equitable future through education infused with social emotional learning!

First Published in 1988. The critical thinking movement is increasingly important in the philosophy of education. Beginning from the generally accepted view that children should be taught to reason, not simply to repeat what they have been told, it tries to establish whether it is in fact possible to teach children a set of skills which add up to thinking. Siegel here examines three major conceptions of critical thinking and then puts forward his own definition of the critical thinker as one who is appropriately moved by reasons'. He argues that critical thinking is a fundamental educational ideal, and defends the ideal against charges of indoctrination. Chapters on science education and minimum competency testing highlight its practical implications for education policy and curriculum. This book should be of interest to lecturers and students of education and philosophy.