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List of Tables, Figures, and Exhibits | |
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Foreword: Six Intellectual Characters in Search of an Author | |
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Preface | |
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Acknowledgments | |
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The Author | |
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The Case for Intellectual Character | |
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Failing at Smart: Or What's an Education For? | |
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Where Are We? A Look at the Current State of Teaching | |
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What Are We Teaching For? | |
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What Should We Be Teaching For? | |
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Moving Forward | |
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Rethinking Smart: The Idea of Intellectual Character | |
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Missing the Mark with IQ | |
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Beyond Ability: The Idea of Intellectual Character | |
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Which Dispositions? | |
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Acting Smart: How Thinking Dispositions Close the Ability-Action Gap | |
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A Disposition in Action | |
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Some Additional Perspectives on Dispositions | |
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A New Model of Dispositions Emerges | |
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Creating Environments that Support the Development of Intellectual Character | |
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From Models to Practice | |
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Fostering Intellectual Character in Our Schools | |
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First Days, First Steps: Initiating a Culture of Thinking | |
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Conveying a Sense of the History of Thought and the Power of Ideas | |
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Jumping into a Big Subject-Matter Issue | |
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Laying a Foundation for Ongoing Dialogue | |
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Setting an Agenda of Understanding | |
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The Importance of the First Days of School | |
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Thinking Routines: Creating the Spaces and Structures for Thinking | |
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The Form and Function of Routines | |
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Thinking Routines: A Special Type of Routine | |
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Thinking Routines in Action | |
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The Importance of Thinking Routines | |
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Language and Thinking: Prompting, Priming, and Patterning | |
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Learning to Think by Talking | |
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Ways of Talking, Ways of Thinking | |
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The Language of Thinking | |
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The Language of Mindfulness | |
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The Power of Language | |
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Thought-Full Environments: Sustaining a Culture of Thinking | |
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Opportunities for Thinking | |
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The Teacher as a Model of Thinking | |
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Classroom Attitudes and Interactions | |
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Making Thinking Visible in the Environment | |
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Identifying the Thought-Full Classroom | |
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Moving Toward the Ideal of Intellectual Character | |
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Beyond Technique: Where Teaching for Intellectual Character Begins | |
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Exploring Foundations | |
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Sketches of the Teachers | |
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Where It Begins | |
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Three Lessons: What to Keep in Mind About Teaching for Intellectual Character | |
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The Importance of Teachers' Dispositions | |
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Breaking the Rules of So-Called Effective Teaching | |
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Thinking and Understanding Are a Powerful Mix | |
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In Closing | |
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Some Practical Advice: How to Get Started Teaching for Intellectual Character | |
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Start with Yourself | |
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Enlist Others in the Process | |
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Look at Your Teaching Practice | |
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Take It to the Classroom | |
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Give It Time | |
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In Closing | |
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Appendix | |
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Methodological Notes | |
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Teacher Selection | |
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Classroom Observations | |
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Teacher Interviews | |
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The Repertory Grid Methodology | |
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Reflections and Critique | |
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Notes | |
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References | |
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Index | |