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Thinking: The Foundation of Critical and Creative Learning in the Classroom


reviewed by Anne Slonaker 2006

coverTitle: Thinking: The Foundation of Critical and Creative Learning in the Classroom
Author(s): Robert E. Boostrom
Publisher: Teachers College Press, New York
ISBN: 0807745693, Pages: 175, Year: 2005
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Robert Boostrom introduces Thinking: The Foundation of Critical and Creative Learning in the Classroom by asking, “how to recognize, let alone create, classrooms in which students think, classrooms guided by the pursuit of what John Dewey called ‘reflective experience’” (p. 3). To explore this question, Boostrom considers teaching and learning to think from three “commonplaces” (p. 5) that he identifies as defining, telling, and believing, to argue that in each of these commonplaces across teaching and learning to think are paradoxes that unwittingly contribute to the practice of “non-thinking” (p. 3) in classrooms. Boostrom’s argument is evidenced by practices of non-thinking that emerge from his own compiled multiyear data collected across his work with groups of preservice and in-service educators in his university education classes, as well as with students in K–12 classrooms. Through the first paradox of defining, Boostrom deconstructs the problem of how the historical development of subject disciplines... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 862-865
http://www.tcrecord.org ID Number: 12137, Date Accessed: 12/17/2017 12:47:24 PM

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About the Author
  • Anne Slonaker
    Penn State Berks
    E-mail Author
    ANNE SLONAKER is an assistant professor of elementary literacy education at Penn State Berks. She is helping to build a new four year urban education elementary teacher education program. Her research interests are in critical autoethnographies and urban elemetary education.
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