Thinking as a Disposition
DOI:
https://doi.org/10.11575/jet.v2i1.43510Abstract
The development of thinking is general'ly supported as an important objective of education, 'but there is little agreement about the kinds of thinking that should be stressed in the classroom or the methods by which the processes of thinking can be improved. Regardless of an individual's experiences in a classroom, it is obvious th:a:t he engages in some sort of mental activity during every waking moment. When his thinking is not focused on a particular subject, there is still a parade of half-formed images, memories, speculations, and anticipations passing across his consciousness. Thus, the teacher who makes thinking an objective of education without specifying the kind, or kinds, of operations he is referring to by the term "thinking" can be assured of reaching his objective, but he should realize that the objective was met long before it was formed, and his efforts had little to do with the achievement.
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