Boostrom (education, U. of Southern Indiana) addresses the current emphasis on standardized curriculum and its impediment to intellectual engagement. To demonstrate the ways the practice of teaching unintentionally promotes non-thinking, he examines the paradoxes of defining, telling and believing. Using real-life examples, Boostrom discusses the problem of non-thinking in relation to multiple intelligences, disciplinary boundaries, narrative, cultural literacy and plagiarism. Annotation ©2005 Book News, Inc., Portland, OR (booknews.com)
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Robert Boostrom is Associate Professor of Education at the University of Southern Indiana and U.S. Editor of the Journal of Curriculum Studies.
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