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 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.
Anyway, 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.
Journal 2: Skills and Dispositions
Here 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. 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.
Let me know what you think.
P.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.