透視教育時尚（簡體書）

《思想者指南系列叢書：透視教育時尚》是“思想者指南系列叢書”當中的一本，屬于該系列下的“教學篇”，主要供廣大教師和學生使用，也可供學習“思想者指南系列叢書”的廣大讀者使用。《思想者指南系列叢書：透視教育時尚》通過對當下流行的教育理念與思維進行分析，提醒讀者注意不要盲從流行的教育時尚。

Richard Paul：思辨研究專家，國際思辨研究運動主要負責人，已發表200余篇與思辨研究相關的論文、出版25部論述思辨研究的著作。Linda Elder：教育心理學專家、思辨研究專家，在美國多所大學任教，主要教授課程為教育心理學、思辨能力培養；思辨研究協會會長、思辨中心執行主任。

適讀人群 ：學生，教師，職場人士，一般讀者

思辨能力的高下將決定一個人學業的優劣、事業的成敗乃至一個民族的興衰。在此意義上，我向全國中小學教師、
高等學校教師和學生以及社會大眾鄭重推薦“思想者指南系列叢書”。相信該套叢書的普及閱讀和學習運用，必將
有利于促進教育改革，提高人才培養質量，提升大眾思辨能力，為創新型國家建設和社會文明進步作出深遠的貢
獻。(孫有中，北京外國語大學）

Introductio．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．1n
Educational Fads ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．2n
Substantive and Non-Substantive Concepts of Education．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 3n
A Substantive Concept of Educatio(The Educated Person) ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．n
4n
Standards and Abilities．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．n
4n
Intellectual Traits and Values．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 4n
A Substantive Concept of Educatio(The Educational Process) ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 5n
“Fixing” Schools Superficially．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 7n
The Thinking of Administrators ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．7n
The Thinking of Teachers ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．8n
The Thinking of Students ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．8n
The Thinking of Parents ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．8n
The Thinking of School Board Members．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．n
9n
The Thinking of Legislators and Governors．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 9n
The Thinking of Activist Citizens ．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 9n
Fixing the Schools (Substantively)．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 9n
Attaining Substantive Education．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 11n
Skills and Abilities Essential to Learning Across the Curriculum ．．．．．．．．．．．．．．．．．．．．．11n
Intellectual Standards Essential to Learning Across the Curriculum．．．．．．．．．．．．．．．．．．．． 11n
Intellectual Traits Essential to Learning Across the Curriculum ．．．．．．．．．．．．．．．．．．．．．．． 12n
Modes of Thinking Esse

《思想者指南系列叢書：透視教育時尚》：
Essential Idea: The idea behind 'block scheduling' is usually tied to the general idea of restructuring schools. It represents one of the advocated changes i'structure'- ithis case, a change ihow time is divided into instructional periods. The thinking behind the idea'is something like this: Ithe traditional school, the school day is divided into so many periods that too much time is involved imoving about and igetting settled. As a result, there is too little time ithe traditional class for getting into a topic idepth. The proposed solutiois fewer subjects and more time 'blocked' out ilonger periods that lend themselves to in-depth work.Proper Educational Use: There cabe no questiobut that the traditional middle school and high school are oftestructured into so many instructional periods per day that there is very little time iany giveperiod to leam anything in-depth. The idea of teaching fewer subjects ilonger time blocks igreater depth is aexcellent idea, igeneral. The more time we have with students, the deeper we cagenerally go withia topic, issue, subject.
Likely Misuse: The maipitfall iblock scheduling is that no problems are automatically solved by having more time dedicated to a subject oany given
day. The key is not time but what teachers do with it. Ifteachers use it for longer lectures or for more busywork, nothing will really change. The goal, then, is to use the longer time blocks effectively. To achieve tlus goal requires long-term staff development iwhich teachers begito shift their habits of instructioas they shift their conceptioof instructio(including how to focus okey organizing ideas, how to require reasoning rather thasubjective reactions,how to teach for depth ofunderstanding and student self-assessment).
Once again, the key is whether the longer blocks provide a way of focusing othe abilities, standards, and traits of mind essential to a substantive conceptioof education, and ihelping students learhow to use those abilities, traits and standards ithinking withithe logic of the subjects they are studying. This requires, of course, that the teachers learhow to model thinking for the students (e.g., historical, mathematical, scientific thinking),how to engage the students ithat thinking (by specific classroom activities and assignments), and how to hold the students responsible for evaluating their tlunking (as they think and after they think). By itself block scheduling solves none of our problems.
Bloom's Taxonomy
Essentialldea: The idea behind Bloom's Taxonomy is the notiothat teaching lends itselftypically to a predictable order iteaching and learning.
. Knowledge. First, there must be something to learn, some identifiable.'knowledge' to acquire.
. Comprehension. Second, to gaithat knowledge one must initially 'prehend' it isome way.
. Application. Third, prehensiois abstract and not 'concrete' until one ca'apply' the concept to cases, situations ithe real world.
. Analysis. Fourth, to more deeply understand aidea one must be able to break it dowinto ponents.
. Synthesis. Fifth, to understand aidea one has 'analyzed' requires that one caconnect the parts into a whole and see their interrelationships.
. Evaluation. Sixth, to grasp what one has learned one must 'evaluate' that leanung for its pleteness and accuracy.
Proper Educational Use: Ifone qualifies the basic 'steps' delineated above and limits the claims made by each to modest ones, thethe taxonomy has some usefulness. For example, it is impossible to give students knowledge to start the learning process. Teachers can, however, have imind something they want students to leam and capresent that content isome way to students for processing. This processing and initial 'prehension' will be closely interrelated. Once students have some initial prehension, teachers cahelp them ground that prehensioiexamples (applicatioto the real world).
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