The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions.
- Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom
- Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions
- Examines the relevance of language in accounts of how we think
- Investigates the philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida
- Draws upon experience of own teaching practice as philosopher-in-residence
Nyckelord: Rationalism; Gilbert Ryle; Martin Heidegger; Jacques Derrida; John Austin; the language of thought; thinking in education; experience of thinking; human thought; ways of thinking; thinking education; language of thinking; critical thinking; critical thinking theory; Robert Ennis; Richard Paul; John McPeck; Harvey Siegel; reasoning; epistemology; educational policy; problem-solving; inquiry; decision-making; creative thinking; philosophy for children; Matthew Lipman; philosophy in the classroom; philosophy in schools; Carrie Winstanley; Michael Bonnet; Childrens Thinking, Theory of Education, Applied Philosophy, Theory of Education, Applied Philosophy