I think the biggest idea I can take from this article is the idea of a "collaborative classroom." In my limited teaching experience, this is what I have strived to do without having the words to effectively describe what it was I was trying to accomplish. Discussion, I have found, is the best way to approach learning when critical thinking is needed.
I can spout facts and quotes and evidence and opinion for an hour, but a student would not feel connected to it. I know I never did. It isn't until we allow the student to reach his/her own conclusions that he/she will ever learn.
For me, personally, this hinges upon the humility aspect that the authors referred to. I would love to stand up and spout facts for an hour. I enjoy letting people see how smart I can be, but that isn't conducive to learning. In the end, I have to realize that teaching, true teaching, isn't about driving home facts or numbers, but allowing a student the space to see why those facts are true and viable in the situation.
I also think that a well structured discussion prepares a student for life. I don't care if my students forget the "facts" of a book or story after the test if they develop tools that will make them a better person. These tools are the ability to listen to another person all the way through their point, forming a well-based thought, appreciating another's response as viable, etc. I mean does it really matter if one can tell me what 1984 was about five years after high school if they are not a respectful person?
That to me is the much greater goal. Critical thinking and listening far outweigh the content of a novel. If they can also fall in love with literature at the same time, that's just icing on the cake.
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