Reviews for An Analysis of the Experiment in Education, Made at Egmore, Near Madras (1807)

The average rating for An Analysis of the Experiment in Education, Made at Egmore, Near Madras (1807) based on 2 reviews is 3 stars.

Review # 1 was written on 2020-08-14 00:00:00 Karl Herreshoff It’s a thought-provoking book written by an authority in the field. Being an educator I mainly reviewed critical thinking. … The image of thinking that has developed in this book is one of a single, continual, all-embracing operation of the mind, powered by an imagination that never rests, not of a collection of disparate skills, some of which may be absent or deficient until they are taught. Learning, remembering, understanding, and other manifestations of thought—such as reasoning, problem-solving, and creative and critical thinking—are not separate mental faculties or skills, but reflections of a constantly driving imagination. Everyone can think. Reading and writing are two activities that promote thought—provided that what is read is worth thinking about and that writing is used for extending the imagination of the writer. Discussion promotes thought, but not when one side of every exchange is constantly evaluated as right or wrong. Thinking cannot be broken down into parts, specified in objectives, and taught in isolated exercises and drills. All of this interferes with thought. Learning to think is less a matter of instruction than of experience and opportunity. Experience must provide familiarity with the topics and subjects that thought should address, and also the confidence that underlies the disposition and authority to think on particular matters. Subject Knowledge The thinker show have a broad understanding of whatever matters are being thought about. If you understand cooking, you can be critical of the way a meal is prepared. If you are unable to do any of these things, it will not be because you lack essential critical thinking skills, but because you lack the essential experience. You do not know enough. Disposition Students learn from the way they are taught the illusion that “knowledge” exists, that it can be trusted (unless specifically labeled myth or propaganda), and that the transmitters of knowledge can be trusted. Students must have the opportunity to learn that knowledge can be challenged, that fact may be opinion, and that argument can be constructive. If they discover independently that transmitters of knowledge they have been taught to trust are not in fact trustworthy, there can be violent feelings of betrayal, anger, and rejection. Authority Students should be able to exercise critical thinking without serious consequences. Not everything that is done in schools—including universities—facilitates thinking. Independent thinking is hardly likely to occur when students are told precisely what they should learn, and what they should think about it. And students are also not likely to improve as independent thinkers when they see teachers themselves being told precisely what they should teach, and how they should teach it. There is a lot more insightful information in this book.

Review # 2 was written on 2016-12-01 00:00:00 Dan Jamson Smith is a brilliant writer on language learning and learning in general. His writing is engaging and full of humor, metaphor and examples to acquaint the reader with the his take on learning theory. HEre is has fun with all the focus on so called thinking skills.