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viii Questions for Life: Powerful Strategies to Guide Critical Thinking

and become clever at it. Fast-forward to now, and we see that our species has developed a vastly larger vocabulary, a sensitive emo-tional system, and the growth of the frontal cortex, where highly complex reflection occurs. Yet we continue to need to think clearly, correctly, and strategically in order to thrive. One purpose of school lies in building happy, healthy, successful adults who contribute to our planet, our society, and to the country’s tax base.

Unlike other creatures, mankind, in this highly complex and ever-changing world, needs tools to guide him. That is why we created Questions for Life.

Questions for Life: A Tool for Thinking

Questions for Life is a tool that provides a way to focus on critical thinking when addressing core subjects, textbook content, and real-life situations. Questions for Life works the way the brain works. It is relevant and meaningful to all learners, whether they are students, educators, or those working in nonacademic environments. The structure of Questions for Life provides a road map for navigating the thinking process purposefully and successfully. It offers oppor-tunities to strategize using questioning processes designed to elicit critical thinking.

The Questions for Life model is attuned to brain development and backed by significant research that makes it substantiallymore valu-able than any new model or “gimmick” teachers often come across. It is much more powerful than that. First and foremost it is a tool for the educator, and secondly, it is a tool for students.

According to a report titled Tough Choices or Tough Times by the National Center on Education and the Economy, “the problem is not with our educators. 1 It is the system within which they work.” It is a system that requires educators to postpone their own reflection, thinking, and strategic planning to make time to muddle through mandates and meet state standards. It is a system that offers few

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