THE EDUCATION CONTRARIAN
Dr Peter Ellerton, PhDThe Education Contrarian: presented by Dr Peter Ellerton, Curriculum Director of the University of Queensland Critical Thinking Project. Peter lectures in Philosophy and in Critical Thinking. He is a science communicator and advocate for public reasoning.
| Platform |  | Pricing | Only free issues | Publishes | Twice weekly |
|---|---|---|---|---|---|
| Issues | 9 | Subscribers | Read | peterellerton.substack.com |
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Latest Issues
Recent posts by this newsletter. Browse the email archive.
People who say thinking skills can’t be taught have no idea what they are.
I wasted a perfectly good mouthful of beer recently by spraying it over my iPad after reading that thinking comes out of structuring knowledge like digestion emerges from anatomy.
3 critical questions for any thinking classroom
In our teaching networks, I often start with three questions to help frame our thinking; they are these:
What is a ‘rigorous’ curriculum?
Following on from my last article (below) on how too much content damages both thinking and learning, I’d like to address a question that we seem to keep cycling back to: what makes a curriculum “rigorous”?
The best way to 'dumb down' a curriculum? Cram it full of content.
No, I did not say content wasn’t important. Let’s get that out of the way. Subject area knowledge is hard won and should be valued. We need it for expertise development and to understand the world in which we live. And it’s interesting. But...
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Authors
The writers behind this newsletter.
Curriculum Director, University of Queensland Critical Thinking Project. Philosopher, science communicator and advocate for public reasoning.
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