Promoting thinking skills in education
How children are guided in the development of their thinking is now crucial in the twenty-first century. Over the past decades special thinking skills programmes have been developed to enhance thinking but these programmes have so far been unable to produce clear evidence to support their effectiveness. This article argues that due to the complex nature of thinking some fundamental changes in education must be tackled if all children are to be encouraged to develop and enhance their own particular ways of thinking.
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Document Type: Research Article
Publication date: 2006-11-01
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- London Review of Education (LRE) is an international peer-reviewed journal featuring rigorous, theoretically based research into contemporary education. Based at the UCL Institute of Education in London, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is an eclectic and engaging journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.
LRE welcomes relevant articles and book reviews. Please email them to email@example.com
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