Learning to think : disciplinary perspectives

In colleges and universities, there is increasing demand to help students learn how to conceptualize, analyze, and reason. Learning to Think presents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Janet Donald--a leading researcher in the field of postsecondary teaching and learning--presents a framework for learning that goes beyond the acquisition of knowledge to encompass ways of constructing and utilizing it within and across disciplines. The author discusses how learning occurs in different academic disciplines and reveals how educators can improve the teaching and learning process in their classrooms and programs.

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This very scholarly and extensively well researched reference book will become a classic in its field. The author presents a model of learning, examining methods to help students develop their thinking processes and exploring the relationship between knowledge and the thinking processes. The author takes into account that learning occurs differently depending on the academic discipline and the student. In the last chapter Donald (McGill Univ., Canada) proposes a new interdisciplinary model of student thinking/learning. The author is internationally known in this area of study and writes in a very lucid, easy-to-read, and direct style. This issue is especially important today as we are in a continuing education society in which students will be confronted with a global, lifelong learning society(ies). Hence, the students' ability to think and synthesize information/ideas will be a critical skill for success in the future. This book would be of interest to faculty, administrators in higher education institutions, and especially faculty in the areas of curriculum/instruction and educational psychology. W. C. Hine Eastern Illinois University

Preface	p. xi
The Author	p. xix
1 Learning to Think: A Cross-Disciplinary Perspective	p. 1
2 Orderly Thinking: Learning in a Structured Discipline	p. 31
3 Hard Thinking: Applying Structured Knowledge to Unstructured Problems	p. 62
4 Inductive Thinking: Knowledge-Intensive Learning	p. 96
5 Multifaceted Thinking: Learning in a Social Science	p. 131
6 Precedent and Reason: Case Versus Logic	p. 167
7 Organizing Instruction and Understanding Learners	p. 196
8 Criticism and Creativity: Thinking in the Humanities	p. 232
9 Learning, Understanding, and Meaning	p. 271
References	p. 301
Name Index	p. 319
Subject Index	p. 323

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