Critical Lessons: What Our Schools Should Teach » (New Edition)

Nel Noddings is Lee L. Jacks Professor of Education, Emerita, at Stanford University. She is past president of the Philosophy of Education Society and of the John Dewey Society. In addition to fourteen books - among them are Caring: A Feminine Approach to Ethics and Moral Education, Women and Evil, The Challenge to Care in Schools, Educating for Intelligent Belief or Unbelief, and Philosophy of Education - she is the author of some 200 articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest books are Starting at Home: Caring and Social Policy (University of California Press), Educating Moral People: A Caring Alternative to Character Education (Teachers College Press) and Happiness and Education (Cambridge University Press). Noddings spent 15 years as a teacher, administrator, and curriculum developer in public schools. She served as a mathematics department chairperson in New Jersey and as Director of the Laboratory Schools at the University of Chicago. At Stanford, she received the Award for Teaching Excellence three times, most recently in 1997. She also served as Associate Dean and as Acting Dean at Stanford University for four years.

This book concentrates on the critical, reflective thinking that should be taught in high schools.

Publishers Weekly

Education theorist Noddings calls attention to aspects of ordinary contemporary living: "topics, claims, and issues to which critical thinking should be applied, but [which are] rarely addressed in the schools." Her wide-ranging ideas encompass involving students as they directly apply those critical thinking skills to their lives. These skills touch on issues that all students will eventually face in their domestic world (e.g., the nature of learning itself, of parenting, of home building), their civic lives (e.g., the nature of war, of earning a living, of advertising) and their broader public concerns (e.g., gender, religion). Noddings, a Stanford education professor, has strong opinions about many of these matters, but she never loses sight of her main point: teaching through challenging questions that go to the logical and moral heart of the matter. She proposes a daring and controversial transformation of secondary education, one that would prepare "students for life in a liberal democracy [by offering] real choices among rich courses." High school teachers and administrators, to whom this book is particularly addressed, will be stimulated to fresh thinking about what they teach and why. Parents, general readers and inquisitive high school students will find it accessible and persuasive. (June) Copyright 2006 Reed Business Information.