1st Edition
Teaching Critical Thinking in the Context of Political Rhetoric A Guide for Classroom Practice
Easing into the Book; 1. Introduction; 2. The Need to Teach Critical Thinking; 3. Promoting Critical Thinking; 4. Application and Transfer of Learning; 5. Other Strategies and Activities That Support Transfer of Learning; 6. The Value of Hard Work; 7. Reflections on Critical Thinking; 8. In Retrospect; References; About the Author
Biography
Joseph Sanacore is a journalist, researcher, and professor in the Department of Teaching and Learning at the Post Campus of Long Island University, Brookville, NY. He has authored more than 100 articles, essays, and book chapters. He also was an elementary, middle, and high school teacher and a K-12 Director of Language Arts and Literacy.
Written at a time when news can be fake and facts can have alternatives, this book provides teachers with innovative research-based instructional strategies that help students learn how to think through complex questions in a deliberate and informed way. It is a timely and valuable resource for practitioners who are looking for effective ways to address a pressing educational priority: teaching students how to critically evaluate various types of information and reach a sound conclusion. Importantly, the book treats teachers as co-inquirers, who reflect on their own thinking and continue to learn with their students.
Alina Reznitskaya
Professor
Department of Educational Foundations
Montclair State University, New Jersey
In this brief volume, Dr. Sanacore provides a desperately needed reprieve from the onslaught of teaching guides that focus on "delivering content" and scalability, and guides us through some of the ways we can help to foster more critical engagement from our students. Some of the specifics here are likely to be familiar to those who have teaching experience--indeed, some of them have been used over millennia in one form or another--but even the most experienced teachers will find something useful to draw on and to help improve not what their students know, but how they know. It is the sort of book you keep nearby when you need a reminder of what is important about teaching, and how you can contribute to the lives of your students and to our broader discourse through your choices in the classroom.
Alexander Halavais
Associate Professor of Data & Society
New College, Arizona State University
