By Philip Cam

Is designed to aid the improvement of collaborative inquiry- dependent educating and studying via type dialogue and small staff paintings. It introduces lecturers to the speculation and perform of collaborative inquiry and offers an easy-to-follow advisor to the instruments that scholars will collect as they discover ways to learn matters.

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Extra info for 20 Thinking Tools: Collaborative Inquiry for the Classroom

Example text

By the end you should have unearthed and discussed a large range of criteria for calling something art. You can even label them ‘criteria’ if you like, because as the students advance we will be introducing them more formally to thinking about criteria. With a little thought you can find borderline cases for the application of any large and contestable concept. Whether it is beauty, goodness, fairness, friendship, existence, evil, intelligence, personhood, bullying, freedom, right, bravery, racism, knowledge, or what have you—all these concepts can be explored in this way.

Having introduced the term ‘iconic architecture’, for instance, I might offer the Sydney Opera House and the Eiffel Tower by way of illustration. Both structures are national icons, I might say, and are examples of the kind of architecture to which I refer—they help to make the meaning of my expression clear. When the terms being employed in classroom discussion are none too clear, it can be helpful to ask students what they mean by requesting them to give an example. Again, if I were introducing the claim that monumental architecture is an expression of a culture’s most deeply held beliefs and values, I might illustrate it by reference to medieval cathedrals or, perhaps, to New York’s former World Trade Center.

Having introduced the term ‘iconic architecture’, for instance, I might offer the Sydney Opera House and the Eiffel Tower by way of illustration. Both structures are national icons, I might say, and are examples of the kind of architecture to which I refer—they help to make the meaning of my expression clear. When the terms being employed in classroom discussion are none too clear, it can be helpful to ask students what they mean by requesting them to give an example. Again, if I were introducing the claim that monumental architecture is an expression of a culture’s most deeply held beliefs and values, I might illustrate it by reference to medieval cathedrals or, perhaps, to New York’s former World Trade Center.

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