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• W83339155 abstract "What is thinking? The impossible challenge of trying to understand “thinking” by using “the very process that we do not fully understand” is also an object of fascination. The aim of this book is to make the repertory of, summarize, describe and evaluate the various systematic approaches and classifications that describe thinking. The hope of such an exhaustive effort is to present a dictionary-like handbook that will help educators to better master the processes of teaching and learning. The main author is a Reader in Applied Psychology who led a number of research projects in the Center for Learning and Teaching at the University of Newcastle upon Tyne (UK). The other authors come from the field of education.This handbook is designed and built to be a comprehensive reference for students and academics in the field of education. For mental health professionals – and specifically teachers and trainers - it represents an opportunity to learn more about the science of pedagogy and its vocabulary. The first thing you learn as you embark reading this handbook as a reviewer is that a superficial flicking-through it equates with a “pre-structural” understanding. Reading about one or the other frameworks without an attempt to relate them to each other or to one’s own experience represents an “unistructural” level whereas “multistructural” understanding would require an effort of abstraction that would allow the induction of differences and similarities.The book comprises of 7 Chapters. The first chapter discusses the nature of thinking and thinking skills. It gives a description of some basic concepts like meta-cognition (the awareness and regulation of one’s own thinking), critical thinking, and creative thinking. Multiple perspectives have influenced the construction of frameworks, namely psychological, sociological and philosophical ones. The following four chapters give a detailed list, inventories, group, taxonomies and frameworks dealing with instructional designs (i.e. emphasizing a structured learning environment), productive thinking (i.e. inventive problem solving, critical and creative thinking) and frameworks dealing with cognitive structure or development. Piaget theories for example would fall into this last category. Chapter 6 presents seven all encompassing theories that account for personality, thought and learning. Examples of these are Adams’ “Thinking Actively in a Social Context” theory, Verloop’s categorization of learning activities and Marzano’s taxonomy of educational objectives. Finally, the last chapter discusses the practical implications of the various taxonomies to the differing forms of cognitive education. It also offers a four-category framework (information gathering, basic understanding, productive thinking and reflective thinking) that would be of particular value to practitioners. After all, “the goals of thinking and learning may be concerned with information-gathering, with building understanding, with thinking that generates productive outcomes, or with dynamic combinations of all three” (p.7).For teachers, clinicians and psychotherapists, all tempted by repetitive, habitual or ideological ways, classical or recent, this book is a fabulous source of new knowledge that can only foster their critical thinking over how they teach and how they heal. As an example of a “self-rectifying” exercise, those who are believers of the universal healing powers attributed to Cognitive Behavioral Therapy will learn regarding instruction in cognition that “not many teachers are enthused by what are widely regarded as simplistic behaviorist models… The behavioral objectives movement has been particularly influential in special education… and in main stream practice there has also been a trend towards setting and assessing precise learning goals and targets. The sterile and mechanistic nature of such approaches, however, has resulted in renewed interest in cognitive processes….” (p.25). Any person having such an interest should get this book and place it beside other long lasting reference works." @default.
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• W83339155 title "Framework for Thinking: A Handbook for Teaching and Learning" @default.
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