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6. I don’t pretend here, or anywhere in this book, to know what “better” thinking is or what it looks like. In fact, I am trying to avoid cognitive approaches to teaching and learning as much as possible. I am not even certain that “more” thinking is better. What I am gesturing toward is that a different approach to teaching that allows for a wide variety of ways to think—­slowly, quickly, and so on—­is most likely to allow a wide range of students to learn.

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