 Intellectual Character: What It Is, Why It Matters, and How to Get It
ISBN: 978-0-7879-5683-7
Hardcover
336 pages
April 2002, Jossey-Bass
US $24.95
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List of Tables, Figures, and Exhibits.
Foreword: Six Intellectual Charactersin Search of an Author (David Perkins).
Preface.
Acknowledgments.
The Author.
Part One: The Case for Intellectual Character.
1 Failing at Smart: Or What s an Education For?
Where Are We?
A Look at the Current State of Teaching.
What Are We Teaching For?
What Should We BeTeaching For?
Moving Forward2 Rethinking Smart: The Idea of Intellectual Character.
Missing the Mark with IQ.
Beyond Ability: The Idea ofIntellectual Character.
Which Dispositions?
3 Acting Smart: How Thinking Dispositions Closethe Ability-Action Gap.
A Disposition in Action.
Some Additional Perspectiveson Dispositions.
A New Model of Dispositions Emerges.
Creating Environments that Support the Developmentof Intellectual Character.
From Models to Practice.
Part Two: Fostering Intellectual Character in Our Schools.
4 First Days, First Steps: Initiating a Culture of Thinking.
Conveying a Sense of the History of Thought and the Powerof Ideas.
Jumping into a Big Subject-Matter Issue.
Laying a Foundation for Ongoing Dialogue.
Settingan Agenda of Understanding.
The Importance of theFirst Days of School.
5 Thinking Routines: Creating the Spaces andStructures for Thinking.
The Form and Function of Routines.
Thinking Routines:A Special Type of Routine.
Thinking Routines in Action.
The Importance of Thinking Routines.
6 Language and Thinking: Prompting, Priming,and Patterning.
Learning to Think by Talking.
Ways of Talking, Ways ofThinking.
The Language of Thinking.
The Languageof Mindfulness.
The Power of Language.
7 Thought-Full Environments: Sustaining a Cultureof Thinking.
Opportunities for Thinking.
The Teacher as a Modelof Thinking.
Classroom Attitudes and Interactions.
Making Thinking Visible in the Environment.
Identifying the Thought-Full Classroom.
Part Three: Moving Toward the Ideal of IntellectualCharacter.
8 Beyond Technique: Where Teaching for IntellectualCharacter Begins.
Exploring Foundations.
Sketches of the Teachers.
Where It Begins.
9 Three Lessons: What to Keep in Mind About Teachingfor Intellectual Character.
Lesson One: The Importance of Teachers Dispositions.
Lesson Two: Breaking the Rules of So-Called EffectiveTeaching.
Lesson Three: Thinking and UnderstandingAre a Powerful Mix.
In Closing.
10 Some Practical Advice: How to Get Started Teachingfor Intellectual Character.
Start with Yourself.
Enlist Others in the Process.
Lookat Your Teaching Practice.
Take It to the Classroom.
Give It Time.
In Closing.
Appendix.
Methodological Notes.
Teacher Selection.
ClassroomObservations.
Teacher Interviews.
The Repertory GridMethodology.
Reflections and Critique.
Notes.
References.
Index.
Foreword: Six Intellectual Charactersin Search of an Author (David Perkins).
Preface.
Acknowledgments.
The Author.
Part One: The Case for Intellectual Character.
1 Failing at Smart: Or What s an Education For?
Where Are We?
A Look at the Current State of Teaching.
What Are We Teaching For?
What Should We BeTeaching For?
Moving Forward2 Rethinking Smart: The Idea of Intellectual Character.
Missing the Mark with IQ.
Beyond Ability: The Idea ofIntellectual Character.
Which Dispositions?
3 Acting Smart: How Thinking Dispositions Closethe Ability-Action Gap.
A Disposition in Action.
Some Additional Perspectiveson Dispositions.
A New Model of Dispositions Emerges.
Creating Environments that Support the Developmentof Intellectual Character.
From Models to Practice.
Part Two: Fostering Intellectual Character in Our Schools.
4 First Days, First Steps: Initiating a Culture of Thinking.
Conveying a Sense of the History of Thought and the Powerof Ideas.
Jumping into a Big Subject-Matter Issue.
Laying a Foundation for Ongoing Dialogue.
Settingan Agenda of Understanding.
The Importance of theFirst Days of School.
5 Thinking Routines: Creating the Spaces andStructures for Thinking.
The Form and Function of Routines.
Thinking Routines:A Special Type of Routine.
Thinking Routines in Action.
The Importance of Thinking Routines.
6 Language and Thinking: Prompting, Priming,and Patterning.
Learning to Think by Talking.
Ways of Talking, Ways ofThinking.
The Language of Thinking.
The Languageof Mindfulness.
The Power of Language.
7 Thought-Full Environments: Sustaining a Cultureof Thinking.
Opportunities for Thinking.
The Teacher as a Modelof Thinking.
Classroom Attitudes and Interactions.
Making Thinking Visible in the Environment.
Identifying the Thought-Full Classroom.
Part Three: Moving Toward the Ideal of IntellectualCharacter.
8 Beyond Technique: Where Teaching for IntellectualCharacter Begins.
Exploring Foundations.
Sketches of the Teachers.
Where It Begins.
9 Three Lessons: What to Keep in Mind About Teachingfor Intellectual Character.
Lesson One: The Importance of Teachers Dispositions.
Lesson Two: Breaking the Rules of So-Called EffectiveTeaching.
Lesson Three: Thinking and UnderstandingAre a Powerful Mix.
In Closing.
10 Some Practical Advice: How to Get Started Teachingfor Intellectual Character.
Start with Yourself.
Enlist Others in the Process.
Lookat Your Teaching Practice.
Take It to the Classroom.
Give It Time.
In Closing.
Appendix.
Methodological Notes.
Teacher Selection.
ClassroomObservations.
Teacher Interviews.
The Repertory GridMethodology.
Reflections and Critique.
Notes.
References.
Index.
