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To Think: In Language, Learning and Education, by Frank Smith
Fee Download To Think: In Language, Learning and Education, by Frank Smith
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First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
- Sales Rank: #8694148 in Books
- Published on: 1992-10-29
- Released on: 1992-10-29
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .44" w x 6.14" l, .0 pounds
- Binding: Paperback
- 194 pages
Review
From the reviews of the American edition: `This small book will not go away. It has the mark of another seminal work.' - Educational Leadership
` ... present[s] complex ideas in a highly readable manner.' - Journal of Reading
About the Author
Frank Smith has always been fascinated by language. He worked as a journalist in many countries before beginning formal academic studies in Australia. This led to a Ph.D. at Harvard University and further world travel researching, lecturing, and writing on thinking and learning. He has been a professor at the Ontario Institute for Studies in Education; the University of Toronto; the University of Victoria, British Columbia; and the University of Witwatersrand, South Africa. He has published many articles and books.
Most helpful customer reviews
1 of 1 people found the following review helpful.
To Think
By Kim Burdick
.
Frank Smith is a psycholinguist who is nationally and internationally recognized for his contributions in linguistics and cognitive psychology. I like Frank Smith's work because he constantly challenges accepted wisdom and scholarly fads, explains himself clearly, and makes a lot of sense.
Smith himself is a "critical thinker." He questions, compares and contrasts, searches for more information, and is not afraid to be wrong. He tells us that while the term `Critical Thinking" is often assertively employed, there is great uncertainty about what it actually means, especially among people who are motivated to "improve education." Reasoning can be used to justify any desired position. When we complain that other people reason fallaciously, we usually mean that they disagree with the conclusions we have reached.
There are frequent complaints that students of all ages- children and adults out of school--are defective thinkers. Smith believes this idea is silly and that bureaucratic attempts to teach "thinking skills" ironically persuade many people that they are incapable of thinking
Smith believes the average person processes and makes thousands of good decisions each day. He reminds us that if you study something that does not relate to what you already know or are interested in, then you are bound to have comprehension difficulties. Students who think that reading, writing and talking are risky activities in school are unlikely to engage in these activities in thought-provoking ways.
When there is an override on the imagination, when thinking is directed in some other way, such as an arbitrary decision by ourselves or someone else, then all operations fail. The brain is thrown out of gear. He says, "A workbook on critical thinking is a contradiction in terms; one cannot think critically about trivial or purposeless matters."
Critical thinkers must be ready to doubt, to challenge what is held to be true. The great problems of the world today--political, environmental, social and economic--are not due to lack of facts, and probably not to lack of thought either. They reflect the values of the people and governments, the stories they believe. The students need to be exposed to people who are critical thinkers; those who question, research. imagine, and pull things together in new ways.
"To Think" should be required reading for bureaucrats, parents, education majors and all the didactic people who think learning should be cut and dried and crammed down our throats.
Kim Burdick
Stanton, Delaware
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