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Teaching critical thinking : practical wisdom

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Teaching Critical Thinking

47 pages • 1 hour read

Teaching Critical Thinking: Practical Wisdom

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Chapter Summaries & Analyses

Introduction-Teaching 6

Teachings 7-12

Teachings 13-19

Teachings 20-26

Teachings 27-32

Key Figures

Index of Terms

Important Quotes

Essay Topics

Discussion Questions

Summary and Study Guide

Teaching Critical Thinking: Practical Wisdom by bell hooks is an exploration of education and best practices for promoting engagement and critical thinking . In each chapter, hooks responds to essential questions about educational practices and how other concepts intersect with teaching, including spirituality, feminism, touch, and sexuality. She examines the way dominator culture influences how and what educators teach, and she carefully dismantles these practices to expose their problems and to replace them with more meaningful and engaging strategies. hooks views critical thinking as a form of radical openness that can be encouraged through a shared community of learning in the classroom. By inviting teachers and students to share in a process of discussion, mutuality, and love, the classroom community becomes a space of wonder, discovery, and self-actualization . hooks was a prominent culture critic and educator whose work focused on the intersectionality of sexuality, gender, race, class, and culture.

This guide uses the 2010 paperback edition by Routledge.

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Teaching Critical Thinking: Practical Wisdom is a collection of short essays on various topics relating to education. hooks, a renowned cultural critic and educator, uses the work to explore how teachers and students engage in the process of learning. She presents engaged pedagogy as a form of teaching that requires students and educators to participate in a shared community and to acknowledge the innate power disparity of modern education. hooks believes that teachers and students can build a future together through mutuality, active listening, and love. The work centers on engaged pedagogy, a methodology that invites students to bring their personal stories and backgrounds to the material. hooks centers her work on three major themes: Learning as Liberation , Engaged Pedagogy and a Community of Learning , and Critical Thinking as Radical Openness . Each essay, or chapter, is referred to as a “teaching.”

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In Introduction-Teaching 6, hooks defines critical thinking and describes how students are taught to fear it. Young children soon learn to abandon their penchant for innovative thinking and imagination to embrace conformity. As a child, hooks was influenced by teachers who instilled in her the value of a democratic education and the importance of thinking. They saw education as a pathway to freedom. When she entered university, she encountered educators who saw her as less than human and who undermined her intelligence and contributions. hooks advocates for engaged pedagogy and promotes the power of educators to build shared communities of learning. She believes engaged pedagogy will help to dismantle the colonization of education and the colonization of the mind. In doing so, educators can restore integrity to the profession.

Teachings 7-12 expand upon the idea that teachers have a responsibility to develop a shared commitment to learning in the classroom. Teachers must hold themselves accountable by defining their purpose as educators and seeking out others with whom they can collaborate and grow. In the classroom, students learn best from discussion and sharing their stories with one another. hooks invites her students to bring their imagination and personal backgrounds to the material, and she encourages them to participate in a reciprocal relationship of learning.

In Teachings 13-18, hooks examines the history of the feminist and civil rights movements in education. The feminist movement changed the dynamic of the classroom and shifted curricular focus from patriarchal expressions of power and intellectual superiority. As a Black educator, hooks highlights the unique challenges that Black teachers, particularly Black female teachers, face while navigating educational systems upheld by dominator culture. She reveals ways teachers can fight back against these systems and how to handle the conflict that arises as a result. She also exposes the innate power hierarchy of the classroom and how teachers can use mutuality and love while maintaining boundaries and integrity.

Teachings 20-26 seek to restore practices and ideas that have been stripped from education. hooks asserts that reverence must be returned to the teaching profession and the intellectual life, and that teachers can assist in this process by developing mutuality in the classroom and embracing their own commitment to thinking and learning. The joy of reading, self-esteem, and spirituality are important considerations for teachers who hope to foster the development of students’ inner lives.

In Teachings 27-32, hooks asserts that love plays a significant role in the classroom. She dismisses educators’ fears about incorporating love into their teaching and challenges feminist thinkers to emphasize love as a part of their practice. In doing so, hooks suggests that writers and thinkers can transcend the criticism and disparity they face. hooks views teaching as a vocation that emphasizes a positive and liberating future. She encourages educators to teach to this future, and she suggests that critical thinking is the roadmap for students to achieve freedom. When students engage in critical thinking, they experience radical openness that has the power to transform their lives.

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Teaching Critical Thinking Quotes

All Quotes Quotes By bell hooks

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16.2 Textual Analysis Trailblazer: bell hooks

Textual analysis trailblazer: bell hooks, learning outcomes.

By the end of this section, you will be able to:

• Demonstrate critical thinking and communicating in varying rhetorical and cultural contexts.
• Integrate the writer’s ideas with ideas of others.

“Writing and performing should deepen the meaning of words, should illuminate, transfix, and transform.”

Talking Back

Born Gloria Jean Watkins , bell hooks adopted the name of her great-grandmother, a woman known for speaking her mind. In choosing this pen name, hooks decided not to capitalize the first letters so that audiences would focus on her work rather than her name. However, this stylistic choice has become as memorable as her work.

She is well known for her approach to social critique through textual analysis. The writing interests and research methods hooks uses are wide ranging. They began in poetry and fiction writing and eventually developed into critical analysis. She started writing at an early age, as her teachers (in the church) impressed on hooks the power in language. With this exposure to language, hooks began to understand the “sacredness of words” and began to write poetry and fiction. Over time, hooks’s writing became more focused on advancing and reviving the texts of Black women and women of color, for even though “black women and women of color are publishing more… there is still not enough” writing by and about them. Texts live on through others’ analyses, hooks argues. Therefore, she believes the critical essay “is the most useful form for the expression” between her thoughts and the books she is reading. The critical essay allows hooks to create a dialogue, or “talk back” to the text. The critical essay also extends “the conversations I have with other critical thinkers.” It is this “talking back” that has advanced hooks’s approach to literary criticism. This action, for which hooks eventually named a volume of essays, refers to the development of a strong sense of self that allows Black women to speak out against racism and sexism.

Although young hooks continued to write poetry—some of which was published—she gained a reputation as a writer of critical essays about systems of domination. She began writing her first book, Ain’t I a Woman: Black Women and Feminism , when she was 19 and an undergraduate student at Stanford University . The book is titled after Sojourner Truth’s (1797–1883) “ Ain’t I a Woman ” speech given at the Woman’s Rights Convention in Akron, Ohio, in 1851. In this work, hooks examines the effects of racism and sexism on Black women, the civil rights movement, and feminist movements from suffrage to the 1970s. By “talking back” to formerly enslaved abolitionist Sojourner Truth throughout, hooks identifies ways in which feminist movements have failed to focus on Black women and women of color. This work is one of many in which thorough analysis “uncovered” the lived experiences of Black women and women of color.

Discussion Questions

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(Review of bell hooks') Teaching critical thinking: Practical wisdom (Education Review, 2011)

2009, Education Review

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• Bell Hooks' engaged pedagogy :
• Record Citations

Florence, N. (1998). Bell Hooks' engaged pedagogy: A transgressive education for critical consciousness . Bergin & Garvey.

Florence, Namulundah. Bell Hooks' Engaged Pedagogy: A Transgressive Education for Critical Consciousness . Westport, Conn.: Bergin & Garvey, 1998.

Florence, Namulundah. Bell Hooks' Engaged Pedagogy: A Transgressive Education for Critical Consciousness . Bergin & Garvey, 1998.

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Talking back: thinking feminist, thinking black (Book)

Description

Essays discuss homophobia, everyday feminism, the portrayal of women in films, autobiography, Black women writers, and white supremacy

Also in This Series

hooks, b. (1989). Talking back: thinking feminist, thinking black. Boston, Mass., South End Press.

hooks, bell, 1952-2021. 1989. Talking Back: Thinking Feminist, Thinking Black. Boston, Mass., South End Press.

hooks, bell, 1952-2021, Talking Back: Thinking Feminist, Thinking Black. Boston, Mass., South End Press, 1989.

hooks, bell. Talking Back: Thinking Feminist, Thinking Black. Boston, Mass., South End Press, 1989.

More Like This

Other editions and formats, more copies in prospector, table of contents.

• 1. Introduction : some opening remarks
• 2. Talking back
• 3. "When I was a young soldier for therevolution" : coming to voice
• 4. Feminism : a transformational politic
• 5. On self-discovery
• 6. Feminist theory :a radical agenda
• 7. Feminist scholarship : ethical issues
• 8. Toward a revolutionary feminist pedagogy
• 9. Black and female : reflections on graduate school
• 10. On being black at Yale : education as the practice of freedom
• 11. Keeping close to home : class and education
• 12. Violence in intimate relationship : a feminist perspective
• 13. Feminism and militarism : a comment
• 14. Pedagogy and political commitment :a comment
• 15. Feminist politicization : a comment
• ch.16. Overcoming white supremacy : a comment
• 17. Homophobia in black communities
• 18. Feminist focus on men : a comment
• 19. "Whose pussy is this" : a feminist comment
• 20. Black women writing : creating more space
• 21. Ain't I a woman: looking back
• 22. Writing autobiography
• 23. To Gloria, who is she : on using a pseudonym
• 24. Interview
• 25. Black women and feminism

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About the author  (2010).

bell hooks is a world-renowned intellectual, cultural critic, and writer who is also Distinguished Professor in Appalachian Studies at Berea College in Kentucky. Among her many books are the feminist classic Ain't I A Woman, the dialogue (with Cornel West) Breaking Bread, the children's books Happy to Be Nappy and Be Boy Buzz, the memoir Bone Black and the general interest titles All About Love, Rock My Soul, and Communion. She has published seven titles with Routledge: Belonging, We Real Cool: Black Men and Masculinity, Where We Stand, Teaching to Transgress, Teaching Community, Outlaw Culture, and Reel to Real.

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