|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Complex Themes. A Deleuzian Discussion of Problem-solving in the classroom|
|Citation:||Munday I (2014) Complex Themes. A Deleuzian Discussion of Problem-solving in the classroom. In: Papastephanou M, Strand T, Pirrie A (ed.). Philosophy as a lived experience: navigating through dichotomies of thought and action. Studies on Education, Zurich: Lit Verlag, pp. 189-208.|
|Series/Report no.:||Studies on Education|
|Abstract:||First paragraph: Problem solving has come to be seen as a central feature of teaching and learning in most educational settings. As regards skills based curricula, problem-solving is perhaps the “thinking skill” par excellence. Indeed, teachers themselves are often seen and, indeed, see themselves as problem solvers: How do I get Alice to focus on her work and learn? Which strategies will help me overcome her apparent indifference? Alice’s failure is a problem I must help her to overcome – she will then be a successful learner. Teachers engaged in what is variously called action research, practitioner research and teacher research are enquiring into their own practice so as to solve problems in the classroom.|
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