Creative thinking
Teaching Thinking Dispositions: From Transmission to EnculturationShari Tishman, Eileen Jay, and D. N. PerkinsThis paper was written as part of a project funded by the John D. and Catherine T. MacArthur Foundation. The authors thank the foundation for its help, acknowledging that the ideas expressed here do not necessarily reflect the position or policy of supporting agencies.Correspondence may be sent to: Shari Tishman, Harvard Graduate School of Education, 219 Longfellow Hall, Appian Way, Cambridge, MA 02138Teaching Thinking Dispositions: From Transmission to EnculturationCan you play the piano? Do you play the piano? These are different questions, and your answer may well be "yes" to the first and "no" to the second. The first question asks about ability: If you sat down in front of a piano, could you play a tune? The second tacitly asks much more "Ÿ it goes beyond ability and asks about inclination: Are you disposed to play the piano? Do you like to play? Do you play regularly?Playing the piano is like higher order thinking in at least this respect: in both cases, ability
She also provides an exemplar of broad thinking by showing students how! she herself uses brainstorming tactics to extend her thinking in new directions. Equally importantly, it calls for an enlarged conception of what good teaching is made of. You begin by considering how to expose students to exemplars of metacognition. Thinking Dispositions and Teaching as TransmissionMuch of conventional instruction reflects a tacit conception of the teaching/learning process that might be termed the transmission model. The teaching of thinking is acknowledged by many as an important goal of education, and underlying this view is a conception of what constitutes good thinking. Thinking Dispositions and Teaching as TransmissionMuch of conventional instruction reflects a tacit conception of the teaching/learning process that might be termed the transmission model. Teacher X takes the think-do-think approach. Yet what sets good thinkers apart is not simply superior cognitive ability or particular skills; rather, it is their abiding tendencies to explore, to inquiry, to seek clarity, to take intellectual risks, to think critically and imaginatively. Following the transmission model, the teacher can easily communicate conditions under which students should do so, for example while taking a test or reviewing their homework before handing it in. The learners' role is to receive, store, and act upon this information.
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