Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24353
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Complex Themes. A Deleuzian Discussion of Problem-solving in the classroom
Authors: Munday, Ian
Contact Email: ian.munday@stir.ac.uk
Editors: Papastephanou, M
Strand, T
Pirrie, A
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.
Issue Date: 2014
Publisher: Lit Verlag
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.
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/24353
URL: http://www.lit-verlag.de/isbn/3-643-90290-0
Affiliation: Initial Teacher Education

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