When it’s a guess.
If you can dream, and not makes dreams your master;
If you can think, and not make thought your aim.
- Rudyard Kipling
Last week I wrote about what I perceived as ‘fervour around understanding’ in education, and talked about how I worried that a blinkered charge towards understanding could ironically be preventing it.
This week I would like to discuss a related issue; a similar fervour that I see with respect to ‘thinking.’
First, I would like to mount a defence on ‘thinking’s’ behalf, and offer two huge benefits to encouraging students to ‘think’ during lessons.
Daniel Willingham describes memory poetically as ‘the residue of thought.’ To paraphrase his work: ‘Think about something and you will remember it. Don’t, and you will forget it.’
I have nothing to reference here, but colloquially I think it is believed that ‘thought’ is necessary to…
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