Teachers Edition - Building Our Best Future: Thinking Critically About Ourselves and Our World - Deanna Kuhn
Author: Deanna Kuhn
Author Bio: Deanna Kuhn is Professor of Psychology and Education at Teachers College, Columbia University. Her previous books include Education for Thinking (Harvard University Press), The Skills of Argument (Cambridge University Press) and Argue With Me (Wessex Press.)
Building Our Best Future by Deanna Kuhn (author of Education for Thinking, Harvard University Press) offers a text written directly to middle and secondary students. It engages them in a method of well-documented effectiveness, using peer dialog to develop verbal and written skills of argument and critical thinking. Simultaneously it engages them in evidence-based decision making regarding 44 topics about their personal futures, the futures of their communities, of their nation, and their world. Provided for each topic is a comprehensive body of factual knowledge, in simple Q&A format, all with further sources. A Teachers Edition, providing further resources including assessment of student skill gains, is complimentary with 10 or more student copies.
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Deanna Kuhn is a professor of psychology and education at Columbia Teachers College. She is a cognitive and educational psychologist, and a member of the National Academy of Education.
Her primary concern is with how best to educate students to prepare them for their adult roles in the workplace, and in their personal lives as life-long learners and as citizens. She is a leading expert in the promotion of dialog to develop students’ critical thinking and writing skills.
Deanna’s work has been published widely in publications ranging from Psychological Review to Harvard Educational Review. Her books include: Education for Thinking, The Skills of Argument, The Development of Scientific Thinking Skills, Argue with Me: Argument as a Path to Developing Students’ Thinking and Writing.
Her most recent book, Building our Best Future: Thinking Critically About Ourselves and Our World, is written directly to middle and secondary students. The text uses peer dialog to develop verbal and written skills of argument and critical thinking.
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