Thinking Ahead: Engaging All Teachers in Critical Thinking

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This book addresses a very important aspect of teacher training, as well as the training of educational administrators, school counselors and other educational allied professionals, an aspect that is too often overlooked. That aspect is role modeling a deliberative mind. A deliberative mind is one filled with wonderment and eagerness to learn. We introduce educational professionals to systematic pondering and large-scale wonderment.

Reviews

To foster success for their students in our chaotic world, teachers must model deliberative reasoning and critic-creative thinking. Across a range of subjects, Wagner, Johnson, Fair and Faskos book highlights effective instructional practices that infuse deep cognition and dialogue into classroom learning. A valuable resource for pre-service and in-service teachers. -- Chris Dede, Wirth professor in Learning Technologies, Harvard University
What is the purpose of education What is education for Why do we teach what we do the way we do These bedrock questions are topics Wagner, Johnson, Fair, and Fasko pose, answer, and notably invite you and your students to consider. Their tack is novel. Using what they term scripts, they guide thought and summon explanations originating in questions such as whether the American system of checks and balances in government is fragile. With commitment, this can hone 21st-century skills and generate resources needed to wrestle with deep issues about education. My advice: Engage! -- Phil Winne, professor and Canada Research Chair, Faculty of Education, Simon Fraser University, British Columbia, Canada
This is an extremely important topic for education. I particularly like the treatment of critical thinking as dually important for both intellectual and social/moral aimsfor exploring the great questions of human existence and also for developing caring/understanding relations with those with whom we converse. Ill look forward to seeing more on this. -- Nel Noddings, Lee L. Jacks professor of Education, Emerita, at Stanford University
As a college professor for four decades, it is a great irony that we are never required to take even one course in How to Teach. If I had read Thinking Ahead before I started teaching, I would have been a much more effective teacher. But, even as I approach the end of my teaching career, it is not too late to apply many of its lessons. -- Donald Hatcher, professor of Philosophy, Baker University, author (with Anne Spencer) of Reasoning and Writing: From Critical Thinking to Composition
Many educators and policy makers advocate for instruction in critical thinking and related higher-order skills in K12 classrooms. But as Wagner, Johnson, Fair, and Fasko rightly point out, K12 teachers cannot effectively nurture and model skills that theythemselveshavent yet mastered. InThinking Ahead,Wagner et al. provide concrete guidance for teacher educators who hope to fostercritico-creative thinkinganalytical yet open-minded inquiry and evaluation of ideas and evidencein preservice and novice teachers. This book offers a goldmine of strategies and discussion topics that can help students in teacher preparation programs to think deeply and critico-creatively about thingsthey might do both in their individual classrooms and in their broader educational communities. -- Jeanne Ellis Ormrod, professor Emerita of Psychological Sciences, University of Northern Colorado

Author Bio

Dr. Paul Wagner is author of half a dozen books and over 100 publications. Senior Ranking Professor, College of Education, University of Houston-Clear Lake. Has held senior office in several national professional organizations. Dr. Daphne Johnson teaches graduate and undergraduate courses in Education at Sam Houston State University. She brought Project Based Learning to the Education courses at Sam Houston State, increasing critical thinking amongst the teacher candidates. Dr. Frank Fair taught philosophy for many years at Sam Houston State University and started one of the first Critical Thinking courses in the country there. He served as Managing Editor of the journal INQUIRY: Critical Thinking Across the Disciplines from 2010 to 2017. Dr. Daniel Fasko, a Fellow of the Psychonomic Society, is a Professor of Educational Psychology, at Bowling Green State University where he teaches educational psychology and life-span development. His research interests are in critical and creative thinking, and moral reasoning and education.