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	<title>Edurati Review &#187; architecture of learning</title>
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	<description>Where Education Policy Meets Pedagogy</description>
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		<title>Let&#8217;s Banish Critical Thinking, Part 2: Learn</title>
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		<comments>http://eduratireview.com/2010/02/lets-banish-critical-thinking-part-2-learn/#comments</comments>
		<pubDate>Mon, 15 Feb 2010 14:36:22 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[21st century skills]]></category>
		<category><![CDATA[architecture of learning]]></category>
		<category><![CDATA[Authentic learning]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[critical thinking]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[k-12 education]]></category>
		<category><![CDATA[thinking]]></category>
		<category><![CDATA[Erlauer]]></category>
		<category><![CDATA[Fadel]]></category>
		<category><![CDATA[Halpern]]></category>
		<category><![CDATA[Trilling]]></category>
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		<description><![CDATA[Kyle examined his bookmarks. If he’d printed out all the information he’d found the paper would pile up to well over an inch high. Even though he’d been discerning in the references he noted, the information available was overwhelming and defeating, an obstacle that prevented Kyle from moving past the data collecting stage of his [...]]]></description>
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		<title>Thinking in the Seams: Engaging Interdisciplinary Thinking</title>
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		<pubDate>Wed, 29 Jul 2009 16:04:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[architecture of learning]]></category>
		<category><![CDATA[cross-disciplinary thinking]]></category>
		<category><![CDATA[interdisciplinary thinking]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[Marc Lynch]]></category>
		<category><![CDATA[multi-disciplinary thinking]]></category>
		<category><![CDATA[NPR]]></category>

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		<description><![CDATA[It was ingenious. So much so that some listeners wished to be high school history teachers so they could “borrow” the analogy. Even though my first listen was is in a semi-awake state, I understood enough to be informed, entertained, and left wanting to hear it all again. What caught my ear and interest was [...]]]></description>
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