Külppe's recommendations: formal exercises in thinking, more abstract thinking, and practice strengthening determining tendencies¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on the modern psychology of the thought processes (non-representational elements such as determining tendencies, conscious attitudes, imageless thought), Külppe called for more attention to abstract thinking "to counteract the prevalent tendency to overemphasize concrete object-lessons," urged investigations of the different types of thinking, and demanded the introduction or reintroduction of formal exercises in thinking — exercises in definition, in analysis and in reasoning. For will training he recommends strengthening determining tendencies by specific practice. The report presents these as implications of the new psychology of thinking for pedagogy.

Design Implications¶

Context¶

Requirements¶

• Instruction currently overemphasizes concrete object-lessons; the strategy presupposes curricular room for formal exercises in definition, analysis and reasoning.

Constraints¶

Target Learners¶

• school pupils

Target Learning Goals¶

• abstract thinking, definition, analysis, reasoning, and will training

Claims¶

• Ability to abstract increases strikingly in the earlier school years but less markedly in later years, with striking individual differences [+W]

Related Strategies¶

• Visual Representations in Mathematics
• Manipulatives

Examples¶

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Key Sources¶

• Peters, W. (1912). Pedagogy at the Berlin Psychological Congress. The Journal of Educational Psychology, 3, 452-457. https://eric.ed.gov/?q=Pedagogy+at+the+Berlin+Psychological+Congress