The ‘everywhere and nowhere’ nature of thinking as a subject-specific competency

Hipkins, Rosemary

doi:10.1016/j.tsc.2013.05.006

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…The implementation of the 2007 NZC has been the focus of much research (cf., Cowie et al, 2009;Hipkins, 2013;Hipkins & Boyd, 2011;Lee, 2013;Shagen, 2011;Shagen & Hipkins, 2008;Sinnema, 2011). Interestingly, the KCs have driven most activities aimed at the transformation of the curriculum and pedagogy during the NZC implementation process (Hipkins & Boyd, 2011).…”

Section: Introductionmentioning

confidence: 99%

Key Competencies in secondary school: An examination of the factors associated with successful implementation

Hamilton

Farruggia

Peterson

et al. 2013

tandc

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. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 1174-2208 Notes for ContributorsTeachers and Curriculum welcomes:• research based papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• opinion pieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of informed curriculum, pedagogy and assessment; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Teachers and Curriculum, Volume 13, 2013ii Teachers and Curriculum, Volume 13, 2013Submitting articles for publication The article should clearly show where each is to appear within the text. All submissions must be submitted as word documents. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. Foot/End Notes: These should be avoided where possible; the journal preference is for footnotes rather than endnotes.Referencing: References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list and in the correct style.Covering letter: When submitting a manuscript to Teachers and Curriculum, authors must, for ethical and copyright reasons, include in a covering letter a statement confirming that a) the material has not been published elsewhere, and b) the manuscript is not currently under consideration with any other publisher. A fax and email contact should also be supplied. Editorial: All contributions undergo rigorous peer review by at least two expert referees. The Editors reserve the right without consulting the author(s) to make alterations that do not result in substantive changes. The Editors' decisions about acceptance are final. Copyright: Publication is conditional upon authors giving copyright to the Faculty of Education, The University of Waikato. Requests to copy all or substantial parts of an article must be made to the Editors. Acknowledgement of ReviewersThe Editors would like to acknowledge the contribution of the reviewers.

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Section: Introductionmentioning

confidence: 99%

Key Competencies in secondary school: An examination of the factors associated with successful implementation

Hamilton

Farruggia

Peterson

et al. 2013

tandc

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“…Others noted that thinking itself is complex and "incorporates a wide variety of concepts and types of thinking, which require further clarification to develop shared understanding" (Rutherford, 2005, p. 221). However, thinking is so integral to learning that it can be all but invisible to teachers (Hipkins, 2013). Here, perhaps, was one possible entry point for theoretical conversations that would challenge teachers to see the "something more" intended by the introduction of key competencies.…”

Section: How New Zealand Curriculum Positions Key Competenciesmentioning

confidence: 99%

Teaching for present and future competency: A productive focus for professional learning

Hipkins¹,

McDowall²

2013

tandc

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“…She argues that thinking is naturally assumed to be an essential element of all learning -thinking is everywhere -however, there are a number of factors that must be considered when teachers plan to teach students to think, which are not clearly articulated in the NZC and are therefore not necessarily explicitly taught -thinking is nowhere. Good teaching for thinking requires teachers to weave content together with relevant contexts, metacognition, disciplinary thinking, and reflection (Hipkins, 2013). Hipkins argues that if teachers do this well, they support students to become investigators, active users of knowledge, and knowledge builders (2013, p. 226).…”

Section: The Everywhere and Nowhere Nature Of Thinkingmentioning

confidence: 99%

“…This disciplinary understanding of critical thinking fits within Harpaz's definition of thinking understanding. For example, thinking critically as a scientist involves (among other skills) epistemic thinking, systems thinking, understanding what counts as justification of scientific knowledge, and an awareness of criteria for judging experts (Hipkins, 2013). Thinking critically as an historian, in contrast, requires students to establish historical significance, use primary source evidence, identify continuity and change, analyse cause and consequence, take historical perspectives, and understand the ethical dimension of historical interpretations (Seixas, Morton, Colyer, & Fornazzari, 2013).…”

Section: Critical Thinking As a Contested Termmentioning

confidence: 99%

“…My conception of teacher and student capability is shaped by the definitions of competencies and capabilities (Carr, 2006;Hipkins, 2013;OECD, 2018c;Rychen & Salganik, 2003), and Harpaz's (2005a) descriptions of thinking dispositions and understanding discussed in Chapter 3. Capabilities are complex and overlapping, they require application and transfer of knowledge and skills in meaningful contexts, and grow through internal motivation and understanding.…”

Section: Definitions Of the Themes: Resilience Receptivity Intersubjectivity Personalisationmentioning

confidence: 99%

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Philosophy for All Children: enhancing knowledge

Austin¹

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<p>Building students’ critical thinking has been a focus in Education around the world in recent years. The New Zealand Curriculum (2007) is no exception, with an emphasis on critical and creative thinking in its vision statement. However, no advice is offered on how to teach critical thinking. This study uses a qualitative case study approach to explore how teachers teach critical thinking through Philosophy for Children (P4C) and offers some guidance on this for teachers. One of the contributions of this thesis is the claim that the P4C approach enhances social justice by supporting diverse learners – children who need support to achieve at school – to develop critical thinking and language capability. The theoretical framework underpinning my research draws on Bernstein’s (2000) ‘democratic pedagogic rights’ to enhancement, inclusion, and participation, and Wheelahan’s (2007), Young’s (2009) and Young and Muller’s (2013) conceptions of powerful knowledge. While much attention has been given to the theory of powerful knowledge in tertiary and secondary education contexts, to date, very little research has explored what powerful knowledge might look like, in practice, at primary school. Therefore this study makes an original contribution by investigating this unexplored area. Participants in this research included 104 primary school students aged between 8 and 11 years old and their teachers (n = 4) from four diverse primary schools in New Zealand. The research data is drawn from four main sources: audio recordings of classroom discussions, semi-structured focus group interviews with sample students, open-ended interviews with teachers, and student thinking journals. Over a period of 6 months, classes held weekly hour-long P4C dialogues with a focus on both philosophical content and developing critical thinking language and skills. Students were encouraged to evaluate their philosophical and critical thinking both verbally and in written form. The methodological approach incorporates sociocultural perspectives highlighting the key role of language as a mediator and tool for thinking (Mercer, 2000; Vygotsky, 1962, 1978). Transcripts of classroom discussions were analysed both inductively and deductively, using Hennessy et al.’s (2016) coding system for analysing classroom dialogue across educational contexts and Daniel et al.’s (2005) matrix outlining the development of the dialogical critical thinking process. Observation of students’ everyday learning in the classroom, together with their and their teachers’ reflections, revealed that teachers played a significant role in shaping students’ language and critical thinking through modelling, facilitating dialogue, establishing a democratic classroom culture, making thinking visible, and innovating and personalising teaching according to their students’ particular needs. Both students and teachers developed a range of capabilities through participating in (or, in the case of the teachers, leading) P4C dialogue: resilience, receptivity, intersubjectivity. This thesis presents one of the first investigations into the practice of teaching powerful knowledge in primary schools and suggests that explicit teaching of disciplinary language enhances students’ critical thinking capability and constitutes powerful knowledge. A new conception of powerful knowledge is advanced, termed enhancing knowledge, which emphasises how disciplinary knowledge enhances and is complementary to other knowledges, such as social or cultural knowledge, without devaluing their importance. This term also seeks to avoid the potential dominant connotations of the word ‘powerful’. The findings of this study suggest that P4C can offer diverse learners access to enhancing knowledge which has the potential to improve equity in education and enhance social justice.</p>

show abstract

The ‘everywhere and nowhere’ nature of thinking as a subject-specific competency

Cited by 7 publications

References 20 publications

Key Competencies in secondary school: An examination of the factors associated with successful implementation

Key Competencies in secondary school: An examination of the factors associated with successful implementation

Teaching for present and future competency: A productive focus for professional learning

Philosophy for All Children: enhancing knowledge

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