- Who We Are
- Topics
- By Subject Area
- dummy
- By Level
- Projects
- Projects Column 1
- 21st Century Excellence
- Aligned Programs for the 21st Century
- Artful Thinking
- Arts as Civic Commons
- Causal Learning Projects
- Children Are Citizens
- Creando Comunidades de Indagación (Creating Communities of Inquiry)
- Creating Communities of Innovation
- Cultivating Creative & Civic Capacities
- Cultures of Thinking
- EcoLEARN Projects
- Educating with Digital Dilemmas
- Global Children
- Higher Education in the 21st Century
- Projects Column 2
- Humanities and the Liberal Arts Assessment (HULA)
- Idea Into Action
- Inspiring Agents of Change
- Interdisciplinary & Global Studies
- Investigating Impacts of Educational Experiences
- Leading Learning that Matters
- Learning Innovations Laboratory
- Learning to Think, Thinking to Learn
- Making Across the Curriculum, an initiative of Agency by Design
- Making Learning and Thinking Visible in Italian Secondary Schools
- Making Learning Visible
- Multiple Intelligences
- Projects Column 3
- Projects Column 1
- Resources
- Professional Development
We believe that good thinking is as much a matter of disposition as it is of skill. Motivations, attitudes, values, and habits of mind all play key roles in good thinking, and in large part, these elements determine whether people use their thinking skills when it counts. Learning is a consequence of thinking, and developing a culture of thinking is critical if we want to produce the feelings, energy, and even joy that can propel learning forward and motivate learners to do what at times can be hard and challenging mental work.
BIG QUESTIONS
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What are the ingredients of good thinking?
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Can good thinking be taught? How?
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What does good thinking have to do with good learning?
PZ PERSPECTIVES
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Learning as a consequence of thinking.
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Thinking as visible.
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Thinking as dispositional.
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Thinking as distributed.