How to teach thinking skills in elementary schools?



Our society transforms rapidly due to technological changes and changes in ways we connect and communicate with each other. No-one knows what kind of skills is needed in future society. In my opinion, one thing is certain: The future adults and teenagers need thinking skills as much as we do, or even more. How then, can we teach people thinking skills? Marja Hannula (2016)   has done an interesting Pro Gradu research for the University of Tampere on teaching kids thinking skills in elementary school. The idea is that if we teach kids philosophy, they learn to think independently, interact with each other and argue their case. Furthermore, they learn to understand ethics, consider options, ponder important questions, understand others’ thinking, form the relevant questions, reflect and correct their ways of thinking and behaving (Gregory 2010, 11.) 

In her research, she explores how thinking skills are taught in elementary schools in Finland. To be more specific she explores what teachers think about teaching thinking skills in elementary school and observes challenges faced during an experimental philosophical course taught in elementary school in Tampere. The 44 participating students in the experiment were 3rd graders and they were given several lessons. It transpired to be quite challenging to teach philosophy and thinking skills in school. One problem is the nature of philosophy concerning the nature of other subjects. While the other subjects offer knowledge and facts, philosophy offers wondering and questions without certain answers. Some students found this very difficult to understand. They find it hard to consent that there are no right answers and every opinion is accepted even though it might be different from others (or majority). Some students were disturbed by the idea of free thinking and it was especially frustrating for the shy ones, who did not want to share their thoughts with others. The main findings from the experiment were that kids are eager to discuss, the teacher has to be ready to change the agenda on the spot, different children need different attention. Moilanen (2007) has found out similar experiences among adult students who study pedagogics. These experiments give important information since it would quite essential that people in future can justify their opinions, demand justifications from others, be able to wonder and question, learn to separate things and value intellectual honesty (Moilanen 2007.) 

Hannula (2016) studied also what teachers thought about teaching thinking skills. She asked the teachers to write an essay on the subjects. Based on the results the teachers felt that teaching thinking skills should be an essential part of all teaching in elementary schools. It is not limited to any specific subject. All the teachers feel it is important to teach kids thinking skills. Moreover, they think that is should be a part of all teaching. However, in practice it is challenging because students are very different, there is not enough time and some teachers also lack the needed skills. As Hannula notes, it is no wonder teachers feel the subject challenging since to teach philosophy, the teachers should understand it themselves, what is the purpose of it and how to connect it with everyday life in school. 

Hannula is rather critical towards the Finnish school at the moment; she feels that transferring skills and information seems to be more important than teaching children to be thinking persons. This notion is in line with Varto (2005, p.200) and Linturi (2014). Hannula writes that philosophy is typically rejected on false premises. Many people think it is too theoretical, too difficult. To some people, it seems completely useless, unless people understand that it is a way (the only way) to develop thinking skills – skills that are very much needed in this and future society. We can always google information, but we cannot outsource our thinking.

References

Hannula, Marja (2016): ”Ajattele, Käsityksiä ajattelun opettamisesta alakoulussa”, Pro Gradu opinnäytetyö, Kasvatustieteiden tiedekunta, University of Tampere

Gregory, M. 2010. Filosofiaa lapsille ja nuorille. Käytännön käsikirja. Tampere: Niin ja Näin.

Moilanen Pentti. 2007. Mistä eväitä filosofian opettamiseen peruskoulussa? Niin ja Näin 4/2007. Luettu 26.4.2016. http://netn.fi/sites/www.netn.fi/files/netn074-19.pdf

Varto 2005. Koulun syitä etsimässä – Tiedon ja taidon erilaiset tehtävät kasvatuksessa. Teoksessa Kiilakoski, T.; Tomperi, T. & Vuorikoski, M. (toim.) Kenen kasvatus? Kriittinen pedagogiikka ja toisinkasvatuksen mahdollisuus. Tampere: Vastapaino. 197 -216.

Linturi, Hannu. 2014. Yleissivistys on laaja-alaista osaamista. Oppimisen tulevaisuus 2030. e- Barometri. Luettu 21.4.2016. http://www.ebarometri.fi/oppiminen-henkilokohtaistuu/

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