Knowledge (How)        Marie Curie                  The Last Days of Socrates (David) This section focuses on knowledge as a means of education with respect to both teaching, learning, and the community itself. The materials below present discussions and critical examinations of these means such as the following: critical thinking critical reading effective communication and writing collaboration problem-solving technology and skills emhancement scientific procedures and methodology skills across the curriculum interdisciplinarity

Confusion about the Socratic Method: Socratic Paradoxes and Contemporary Invocations of Socrates by Rob Reich

Your Socrates, My Socrates, Everyone has a Socrates by Betty A. Sichel (response)

The Myth of Easy Reading by Keith L. Raitz

Beyond Comprehension: Why "Hard Reading" Is Too Easy by Deanne Bogdan and James Cunningham (response)

Richard Rorty on the Power of Philosophical Reflection and the Pragmatist Conception of Critical Thinking: A Redescription by Walter Okshevsky

Rorty, Critical Thought, and the Philosophy of Education by Jerrold Coombs (response)

Conceptions of Competence by Paul Hagar

Critical Thinking: Expanding the Paradigm by Mark Weinstein

Grounded Theory as Scientific Method by Brian D. Haig

Grounded Theory as Scientific Method: Haig-Inspired Reflections on Educational Research Methodology by Barbara M. Kinach (response)

The Feminist Critique of Science and Educational Inquiry by Francis Schrag

Tattooing the Bubble: Schrag and Longino on Science, Feminism, Education by Louise Prior McCarty (response)

Critical Thinking and the Unity of Virtue by Randall R. Curren

Deconstructing a Dilemma: The Need for an Adequate Conception of (Practical) Reason by Joseph Dunne (response)

Knowledge and Action in Classroom Practice: A Dialogical Approach by Stanton Wortham

Beyond Instrumental Literacy: Discourse Ethics and Literacy Education by Benjamin J. Endres

For further information, contact Frank Edler fedler@mccneb.edu or John McGaha jmcgaha@mccneb.edu