The Having of Wonderful Ideas: And Other Essays on Teaching and Learning
The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice.
The Having of Wonderful Ideas: And Other Essays on Teaching and Learning Accessories
 Understanding by Design, Expanded 2nd Edition
Tell Me More: Listening to Learners Explain
Doing What Scientists Do: Children Learn to Investigate Their World
Active Assessment for Active Science: A Guide for Elementary School Teachers
Fred Jones Tools for Teaching: Discipline, Instruction, Motivation
The Book of Learning and Forgetting
Casebook for Exploring Diversity, A (3rd Edition)
Who Will Save Our Schools?: Teachers as Constructivist Leaders
Science Stories: Science Methods for Elementary and Middle School Teachers
Phonics They Use: Words for Reading and Writing (5th Edition)
The Having of Wonderful Ideas: And Other Essays on Teaching and Learning Reviews
The main point of the main essay is that when children think and come up with their own ideas, it's the same fundamental process that scientists do when they are doing science, what inventors do when they are inventing, what creative artists do when they are creating, etc. Although the ideas may not seem like much to us (and may, in fact, turn out to be incorrect), they often seem wonderful to the childrenand we should be supportive of children having ideas, rather than squelching them because it can be helpful in their learning. Moreover, Duckworth believes that children who are encouraged to generate ideas are more likely to grow up to be adults who come up with ideas that are true innovations in science or art, and that the world will benefit from them. As a parent and teacher, I strongly recommend this book to everyone concerned about children's learning.
But this seems very good advice: "Words that people hear-and the younger the child is, the stronger the case-are taken into some thoughts that are already in their minds, and those thoughts may not be the ones the speaker has in mind." (p. (But remember the Postmodern Generator). Ironic. 18-22) "In order to know something, or to think about something, then, we do not have to use words." or "Logic Is Deeper Than Language".
This is too much fun. 16- 18) and on "Constructing What We Know" (p. I agree with all the other reviews, good and bad - which in some sense is in agreement with a point ED makes.
I wonder how much familiarity with philosophy of language educators attempting to understand language learning in children have. It seems that Piaget was influenced only by the earlier Wittgenstein when the later Wittgenstein would have been a much better fit. Some people can dazzle us with elaborate words when they do not really know what they are talking about." (p. 127 in "Piaget-Vygotsky: The Social Genesis of Thought" by Anastasia Tryphon. One book that discusses a similar comparison is "Wittgenstein, Mind and Meaning: Towards a Social Conception of Mind" by Meredith Williams, as well as in "Constructive Evolution: Origins and Development of Piaget's Thought" by Michael Chapman. This seems so apparent to some that aspects of Piaget (genetic epistemology) are a "closed chapter in the history of science." (p. Contemporary understanding of the nature of language shared with those who have practical experience teaching children and vice versa.
This alone suggests what benefit there might be in interdisciplinary efforts. "Knowing enough about things is one prerequisite for wonderful ideas." P.14. Imagine what Wittgenstein might have said about the section on "Language and Thinking" (p. This book is packed with the interesting observations derived from much experience.
Reminds me somewhat of Daniel Goleman's "Emotional Intelligence" in this regard. 22). "(P)eople sometimes use language that goes far beyond their thoughts. A look at the references reveals no sign of folks like Quine, Wittgenstein, or even Chomsky.
17). We must seek out everyone's different ways of understanding.
As an educator it is extremely disheartening to see the direction of education being driven today by politicians, rather than parents and teachers. This is not meant to be a outline of various lesson plans to try out with your class. This book is excellent. Ms. It is about what we value as educators.
Duckworth redirects are attention where it belongs, on the students & how they learn. This book gets us (teachers) thinking about the kind of classroom culture we want to create for our children. It is an important read for teachers today. Don't mistake it for a quick reference, how-to book. It is more thoughtful than that and more important
For me, the real strength of this book is the way the presence of Eleanor Duckworth shines through her writing. I liken it more to the beacon provided by a lighthouse than to a how-to manual that describes rowing techniques. The clear direction that shown through for me was that learning is complex, and that teacher behaviors must be equally complex, but the guiding light is simple: Listen to and respect the learner and respond with your whole person, and the learning that needs to happen will occur, for both partners in the process.
Although I learned from some aspects of the book I expected more "ideas" that could easily be understood and incorporated into classroom activities. This book is not easy to read, and may leave the reader struggling to read to the end. "The Having of Wonderful Ideas", by Eleanor Duckworth, was not quite what I expected. I felt that the essays on the many experiments conducted by the author and Piaget were far too lengthy, almost drowning out any real "wonderful ideas". However, as I stated previously, I did learn a few things, but they came too far and few between the lengthy essays.
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