216 6) Teaching that focuses on pupils’ intellectual attitude requires knowledge of the individual pupils as well as knowledge of the subject matter. 7) Critical thinking involves more than mastering certain cognitive skills. It also presupposes a certain attitude: not only being able to reason well, but also wanting and having the inclination to do so. 8) The teacher should exemplify this critical attitude by reasoning well and in being open to different perspectives. The idea that an interruption of routine is required for thinking to be activated and that thinking requires a certain liveliness leads us to the second area of tension: that between the opposites of continuity and discontinuity. Continuity at school is present in the form of the curriculum, the planning of lessons, a timetable and order in the classroom. To start thinking, though, people need discontinuity. For Arendt as well as for Dewey, thinking is an experience that coincides with some kind of interruption: it only starts once things falter, a problem is experienced, or when something unexpected happens. Giving pupils the courage to share their ideas in class, even ones they aren’t sure of, or ones that are not well formulated yet, requires pedagogical tact and a safe learning environment. For philosophy teachers, this means that they have two tasks: ensuring continuity (safe, organized school practice) as well as discontinuity (breaking the routine in order to get their pupils thinking). The third area of tension, that between the opposites of authoritative and dialogic discourse (Mortimer and Scott, 2003), arises from the recognition of the importance of dialogue for thinking. According to this line of thinking, authoritative discourse is typified by its focus on a particular idea (theory, concept, meaning) whereas dialogic discourse is defined as an open conversation, in which various views and perspectives are investigated. Mortimer and Scott maintain that moving back and forth between these two forms of discourse results in meaningful interactions. The question is whether this actually happens during philosophy lessons, and whether there is a correlation between this and room to think.
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