Disciplining the Mind.
Contributor(s): Veronica Boix Mansilla and Howard Gardner
Analytics: Show analyticsPublisher: 2008Description: v : 5 refsContent type: text Media type: unmediated Carrier type: volumeSubject(s): Creative Thinking -- Instruction -- Learning Comprehension | Knowledge Retention -- Thinking SkillsDDC classification: EL 7 In: Educational Leadership 65(50 : 2008. pp.14-19| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| BOOK | Periodicals Section | Periodicals Section Periodicals Section | L11.Ed83el.2007 (Browse shelf) | Available | PER 1117D |
ABSTRACT : Most students in most schools today study subject matter. They and their teachers conceive of the educational task as committing to memory large numbers of facts, formulas, and figures. A far more sophisticated perspective emphasizes teaching disciplines and disciplinary thinking. The goal of this approach is to instill in students the disposition to interpret the world through the distinctive ways of thinking that characterize the work of experienced disciplinarians?historians, scientists, mathematicians, and artists. Teachers can nurture the disciplined mind by helping students develop key capacities. These involve understanding the purpose of disciplinary expertise, the essential knowledge base, inquiry methods, and the preferred forms of communication. Successful strategies include identifying important topics or concepts within the discipline, studying the topic deeply, approaching the topic in a number of ways, and setting up performances of understanding.
Authors' note: The research reported in this essay was supported by the Atlantic Philanthropies. Editor's note: Read a review of Howard Gardner's book Five Minds for the Future in Educational Leadership online at http://www.ascd.org/authors/ed_lead/el200802_thiers.html
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