《透視教育時尚》是“思想者指南系列叢書”當(dāng)中的一本，屬于該系列下的“教學(xué)篇”，主要供廣大教師和學(xué)生使用，也可供學(xué)習(xí)“思想者指南系列叢書”的廣大讀者使用。《透視教育時尚》通過對當(dāng)下流行的教育理念與思維進(jìn)行分析，提醒讀者注意不要盲從流行的教育時尚。
思辨能力的高下將決定一個人學(xué)業(yè)的優(yōu)劣、事業(yè)的成敗乃至一個民族的興衰。在此意義上，我向全國中小學(xué)教師、
高等學(xué)校教師和學(xué)生以及社會大眾鄭重推薦“思想者指南系列叢書”。相信該套叢書的普及閱讀和學(xué)習(xí)運用，必將
有利于促進(jìn)教育改革，提高人才培養(yǎng)質(zhì)量，提升大眾思辨能力，為創(chuàng)新型國家建設(shè)和社會文明進(jìn)步作出深遠(yuǎn)的貢
獻(xiàn)。(孫有中，北京外國語大學(xué))
Richard Paul：思辨研究專家，國際思辨研究運動主要負(fù)責(zé)人，已發(fā)表200余篇與思辨研究相關(guān)的論文、出版25部論述思辨研究的著作。Linda Elder：教育心理學(xué)專家、思辨研究專家，在美國多所大學(xué)任教，主要教授課程為教育心理學(xué)、思辨能力培養(yǎng)；思辨研究協(xié)會會長、思辨中心執(zhí)行主任。
Introduction ........................................................................1
Educational Fads ........................................................................2
Substantive and Non-Substantive Concepts of Education...................................... 3
A Substantive Concept of Education (The Educated Person) ..........................................
4
Standards and Abilities........................................................................
4
Intellectual Traits and Values.......................................................... 4
A Substantive Concept of Education (The Educational Process) ................................ 5
“Fixing” Schools Superficially........................................................... 7
The Thinking of Administrators ...........................................................7
The Thinking of Teachers ...........................................................8
The Thinking of Students ...........................................................8
The Thinking of Parents ...........................................................8
The Thinking of School Board Members...........................................................
9
The Thinking of Legislators and Governors.................................................... 9
The Thinking of Activist Citizens ........................................................... 9
Fixing the Schools (Substantively)........................................................... 9
Attaining Substantive Education........................................................... 11
Skills and Abilities Essential to Learning Across the Curriculum .....................11
Intellectual Standards Essential to Learning Across the Curriculum.................... 11
Intellectual Traits Essential to Learning Across the Curriculum ....................... 12
Modes of Thinking Esse
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