The Having of Wonderful Ideas: And Other Essays on Teaching and Learning | 
 enlarge | Author: Eleanor Duckworth
Publisher: Teachers College Press, Teachers College, Columbia University
Category: Book
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Rating:  11 reviews
Sales Rank: 67296
Media: Paperback
Edition: 3
Number Of Items: 1
Pages: 224
Shipping Weight (lbs): 0.6
Dimensions (in): 8.9 x 6.1 x 0.8
ISBN: 0807747300
Dewey Decimal Number: 371.102
EAN: 9780807747308
ASIN: 0807747300
Publication Date: October 1, 2006
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Product Description
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.
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| Customer Reviews: Read 6 more reviews...
 A Wonderful Book July 30, 2006
6 out of 6 found this review helpful
As a parent and teacher, I strongly recommend this book to everyone concerned about children's learning. 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 children--and 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.
Packed with interesting observations April 4, 2006
3 out of 9 found this review helpful
This book is packed with the interesting observations derived from much experience.
"Knowing enough about things is one prerequisite for wonderful ideas." P.14.
I agree with all the other reviews, good and bad - which in some sense is in agreement with a point ED makes. We must seek out everyone's different ways of understanding. Ironic. Reminds me somewhat of Daniel Goleman's "Emotional Intelligence" in this regard.
"(P)eople sometimes use language that goes far beyond their thoughts. Some people can dazzle us with elaborate words when they do not really know what they are talking about." (p. 17). (But remember the Postmodern Generator!) I wonder how much familiarity with philosophy of language educators attempting to understand language learning in children have. A look at the references reveals no sign of folks like Quine, Wittgenstein, or even Chomsky. This alone suggests what benefit there might be in interdisciplinary efforts. Contemporary understanding of the nature of language shared with those who have practical experience teaching children and vice versa. Imagine what Wittgenstein might have said about the section on "Language and Thinking" (p. 16- 18) and on "Constructing What We Know" (p. 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. 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. It seems that Piaget was influenced only by the earlier Wittgenstein when the later Wittgenstein would have been a much better fit. This seems so apparent to some that aspects of Piaget (genetic epistemology) are a "closed chapter in the history of science." (p. 127 in "Piaget-Vygotsky: The Social Genesis of Thought" by Anastasia Tryphon.
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. 22)
Lovely~Not a Compilation of Lesson Plans~A Must for Teachers April 16, 2002
20 out of 20 found this review helpful
This book is excellent. It is an important read for teachers today. As an educator it is extremely disheartening to see the direction of education being driven today by politicians, rather than parents and teachers. Ms. 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 about what we value as educators. Don't mistake it for a quick reference, how-to book. This is not meant to be a outline of various lesson plans to try out with your class. It is more thoughtful than that and more important
I'd give it 10 stars if I could January 9, 2002
15 out of 15 found this review helpful
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.
 Some Wonderful Ideas April 17, 2001
6 out of 15 found this review helpful
"The Having of Wonderful Ideas", by Eleanor Duckworth, was not quite what I expected. Although I learned from some aspects of the book I expected more "ideas" that could easily be understood and incorporated into classroom activities. 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". This book is not easy to read, and may leave the reader struggling to read to the end. 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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