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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 | |