{"id":243,"date":"2007-03-09T13:39:19","date_gmt":"2007-03-09T17:39:19","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/jreyes\/2007\/03\/09\/critical-thinking-journalsskills-and-d"},"modified":"2007-03-09T13:41:10","modified_gmt":"2007-03-09T17:41:10","slug":"critical-thinking-journalsskills-and-dispositions","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/jreyes\/2007\/03\/09\/critical-thinking-journalsskills-and-dispositions\/","title":{"rendered":"Critical Thinking Journals\/Skills and Dispositions"},"content":{"rendered":"

\nOne of the texts we use in CCT 601: Critical Thinking is a book that came out of the Harvard Graduate School of Education group called Project Zero<\/a>—yes, it’s the same one that Howard Gardner runs. The Thinking Classroom<\/a>\"\" gives the educator some very concrete tools to approach some rather abstract concepts in the classroom. The format of the book is more helpful than most: two chapters cover each chunk of material. The first of the pair always introduces the concept and gives a little justification for its relevance. The second chapter illustrates the concept in practice through a handful of annotated examples. I don’t fully agree with everything they say, but I like format. That’s saying a lot.\n<\/p>\n

\nAnyway, it’s useful to know many of my journal entries respond (in part) to this book. We also read a lot of articles, if I get the chance I’ll put references at the bottom of each of these posts.\n<\/p>\n

\"Journal Journal 2: Skills and Dispositions<\/a>
\n
\nHere I continue to investigate building learning environments from the community up. In particular, I briefly examine the differences between raw skill and dispositions actually to use those skills. I decide that there really is no difference from the standpoint of culture. Instead, I propose that the schedule (or sensitivity) of practice of a skill is built into the culture through a mechanism which I call tradition<\/b>. Equipped with traditions of practice, educators can instill really abstract things like intrinsic motivation and measured risk-taking in their students simply by provided the proper community, proper culture, and proper traditions.\n<\/p>\n

\nLet me know what you think.\n<\/p>\n

\nP.S.—This entry is missing a graph in the right margin of the first page where it says “Performance over time.” [I drew it in by hand on the copy I submitted in class.] The graph starts out relatively flat, dips down, and then rises up above the starting level and flattens out again.\n<\/p>\n

Technorati Tags:thinking classroom<\/a>, education<\/a>, culture<\/a>, skills<\/a>, disposition<\/a>, intelligence<\/a>, motivation<\/a>, community<\/a>, learning<\/a>, learning environment<\/a>, cct<\/a>, critical thinking<\/a>, traditions<\/a><\/font><\/p>\n","protected":false},"excerpt":{"rendered":"

One of the texts we use in CCT 601: Critical Thinking is a book that came out of the Harvard Graduate School of Education group called Project Zero—yes, it’s the same one that Howard Gardner runs. The Thinking Classroom gives … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":102,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1071,1353,134,199,116,139,246],"tags":[],"class_list":["post-243","post","type-post","status-publish","format-standard","hentry","category-creativity","category-critical-thinking","category-education","category-philosophy","category-policy","category-psychology","category-society"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts\/243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/users\/102"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/comments?post=243"}],"version-history":[{"count":0,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts\/243\/revisions"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/media?parent=243"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/categories?post=243"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/tags?post=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}