In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to t…
In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to t…
"Higher-order thinking questions (and their answers) are considered by many to be the holy grail of teaching. Teachers know when students "get it", but the question remains "How do you teach students to think explicitly and intentionally?" This book uses a series of diagrams to …
<Span><span>In </span><span style=""font-style:italic;"">Archaeological Thinking, </span><span>Charles E. Orser, Jr., provides a commonsense guide to applying critical thinking skills to archaeological questions and evidence.</span></span><br /><span><span> </span></span>
What's this all about, anyway?: thinking in archaeology -- It all seems so sciencey: archaeology, science, and history -- Those pesky facts: understanding historical facts -- If p ... then what?: archaeological thinking and logic -- Is that chair really a chair?: analogy and arc…
In Archaeological Thinking, Charles E. Orser Jr., provides a commonsense guide to applying critical thinking skills to archaeological questions and evidence. Rather than critiquing and debunking specific cases of pseudo-archaeology or concentrating on archaeological theory, Orse…
How do archaeologists think? How do they use the scattered and often-fragmentary remains from the past--both historical and excavated--to create meaningful, sensible interpretations of human history? In Archaeological Thinking, Charles E. Orser Jr., provides a commonsense guide …
"This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a compe…
