What is it about?
Research from my phd was designed to compile a system of teaching thinking skills which aided students first in secondary schools (where the research subjects in three countries were surveyed). The system is intended to be one method of ensuring developing skills in students at primary, secondary and tertiary levels to achieve secure research outcomes which have serious impact on educational outcomes. This paper takes the system and applies it to the aims and objectives of the Educational Journal, named above. The system can be incorporated into teachers' existing classroom skills to prompt outcomes of integrity and sound conclusions to research questions, and allow students to gain confidence in their various abilities as they negotiate the education systems of their own countries.
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Why is it important?
The most unique part is the overall use of Questioning as the stepping off point for research, whether for an individual student or a class project, or later for serious research at tertiary levels. The systematic questions are based on the broadest possible building of every question, and all questions contribute to the possibility of deeper and more authentic outcomes. The second unique part is the use of the Community of Inquiry, in which careful and consistent collaboration between the students within the project, promotes clarity, breadth of inquiry, respect and accommodation of diversity, and the sense of learning together as they test every possible element for veracity and realistic outcomes.
Perspectives
I have 36 years of developing these steps of the Heasly Thinking Skills System behind the phd, and have published the results through Peter Lang under the title: Towards an Architecture for the Teaching of Virtues, Values and Ethics'. Subsequent and various presentations regarding the usefulness of this system over a number of educational areas have led me to the work of the team who prepare the Educational Journal named above. The importance of supporting teachers in their efforts to teach each generation for a world that is not the same as the one in which the teachers themselves have been familiar, means that a system like this one is at least providing a professional approach to difficulties encountered by teachers both inside and outside the classroom itself.
Berise Heasly
University of Divinity, Melbourne, Australia
Read the Original
This page is a summary of: Towards an Architecture for the Teaching of Sustainability and Securitability, Discourse and Communication for Sustainable Education, June 2020, De Gruyter,
DOI: 10.2478/dcse-2020-0009.
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