Think Again A Philosophical Approach to Teaching
Think Again: A Philosophical Approach to Teaching by John L. Taylor, published by A&C Black on April 26, 2012, is a 192-page exploration of contemporary education’s challenges. This edition addresses the issues stemming from an overemphasis on assessment and the detrimental effects of “teaching-to-the-test.” The book advocates for a philosophical approach to teaching that fosters deeper, more independent thought among students, aiming to restore the joy of inquiry in the learning process.
Readers will find practical advice on integrating philosophy into the curriculum, with activities designed to promote critical and creative thinking. Taylor draws from his experience in curriculum development to illustrate how philosophical questions can engage students and enhance their analytical skills. The book also highlights the potential of project work to enrich learning across various subjects, suggesting ways to incorporate a philosophical dimension into the 13+ curriculum. This edition serves as a resource for educators seeking to revitalize their teaching methods and encourage a more thoughtful educational environment.
Official synopsis Publisher
Contemporary education is held captive by an obsession with assessment. The culture of ‘teaching-to-the-test’ and ‘spoon-feeding’ has distorted the purpose of teaching and destroyed the joy of free enquiry.
This book offers practical advice on how to use philosophy as the cornerstone of a new approach to teaching and learning, with the central aim of developing students’ capacity for deeper, freer thought. Drawing on his experience of innovative curriculum development work, the author explains how philosophical questions provide an excellent vehicle for engaging students and drawing them into analytical, creative and independent ways of thinking. Think Again provides:
• activities for encouraging critical and creative thinking,
• examples of ‘entry points’ for integrating philosophy in a formal curriculum; and
• practical guidance on using philosophy to enliven learning in a range of subjects.
The author emphasizes the significant opportunity that project work provides for enabling students to develop their research and analytical skills, and suggests how the 13+ curriculum could be developed to bring a philosophical dimension to learning in all subject areas.
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