In our increasingly complex world, the teaching of thinking has become imperative. Yet evidence shows that our children are not learning how to think. Matthew Lipman, a leading educational theorist, gets to the heart of our educational problems, in Thinking in Education and makes profound and workable suggestions for solving those problems. Thinking in Education describes procedures that must be put in place if students at all levels of education are to become more thoughtful, more reasonable, and more judicious. It recommends that the classroom be converted into a community of inquiry and that the discipline of philosophy be redesigned so as to provide the concepts and values now missing from the curriculum. These recommendations have now been carried out; the community of inquiry is a recognized pedagogical strategy, and traditional academic philosophy has been transformed into a discipline that offers a model of higher-order thinking and an image of what all education can be.

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The Post-Modern Condition: A Report on Knowledge

Thinking in Education

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166Just Add Users and Stir? . . . . . . . . . . . . . . . . . . . . . . . . . .166Major Bibliographic Sources for Participatory Design . . .167

Participatory design: the third space in HCI

The paper analyses and explains the appeal of the concepts of profession and professionalism and the increased use of these concepts in different occupational groups, work contexts and social systems. The paper begins with a brief preliminary section on defining the field where it is suggested that a shift of focus is required from a preoccupation with defining `profession' to analysis of the appeal to `professionalism' as a motivator for and facilitator of occupational change. Then the paper examines two past, alternative and contrasting, sociological interpretations of professionalism (as normative value system and as ideology of occupational powers). In the third section the paper argues that, in the 1990s, a third interpretation has developed which includes both normative and ideological elements. Sociologists have returned to the concept of professionalism in attempts to understand occupational and organizational change and the prominence of knowledge work in different social systems and global econo...

The Sociological Analysis of Professionalism Occupational Change in the Modern World

The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions a...

Contemporary Paradigms of Learning

The paper examines the deployment of ‘professional’ discourses in occupational domains not traditionally associated with the professions (eg management, clerical or sales staff are turned into ‘pro...

The Post-Modern Condition: A Report on Knowledge

Citations

Thinking in Education

Participatory design: the third space in HCI

The Sociological Analysis of Professionalism Occupational Change in the Modern World

Contemporary Paradigms of Learning

The Appeal to ‘Professionalism’ as a Disciplinary Mechanism

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