Revised and expanded from the original 4-book Habits of Mind series, this compelling volume shows how developing strong habits of mind is an essential foundation for leading, teaching, learning, and living well in a complex world.

Distinguished educators Arthur L. Costa and Bena Kallick present this collection of stories by educators around the world who have successfully implemented the habits in their day-to-day teaching in K-12 classrooms. The collective wisdom and experience of these thoughtful practitioners provide readers with insight into the transdisciplinary nature of the 16 Habits of Mind—intelligent behaviors that lead to success in school and the larger world—as well as model lessons and suggestions for weaving the habits into daily instruction in language arts, music, physical education, social studies, math, foreign language, and other content areas. Readers will come to understand that, far from an "add-on" to the curriculum, the habits are an essential element for helping students at all grade levels successfully deal with the challenges they face in school and beyond. As in all their books on the Habits of Mind, Costa and Kallick have a broad and worthwhile goal in mind. As they say in the concluding chapter of this volume, "If we want a future that is much more thoughtful, vastly more cooperative, greatly more compassionate, and a whole lot more loving, then we have to invent it. That future is in our homes, schools, and classrooms today. The Habits of Mind are the tools we all can use to invent our desired vision of the future."

Can the intellectual life be a legitimate Christian calling? James Sire brings wit and wisdom to this question in his deeply personal exploration of how to think well for the glory of God and the sake of his kingdom, showing how to cultivate intellectual virtues—habits of the mind—that will strengthen you in pursuit of your calling.

The language of habit plays a central role in traditional accounts of the virtues, yet it has received only modest attention among contemporary scholars of philosophy, psychology, and religion. This volume explores the role of both “mere habits” and sophisticated habitus in the moral life. Beginning with an essay by Stanley Hauerwas and edited by Gregory R. Peterson, James A. Van Slyke, Michael L. Spezio, and Kevin S. Reimer, the volume explores the history of the virtues and habit in Christian thought, the contributions that psychology and neuroscience make to our understanding of habitus, freedom, and character formation, and the relation of habit and habitus to contemporary philosophical and theological accounts of character formation and the moral life. Contributors are: Joseph Bankard, Dennis Bielfeldt, Craig Boyd, Charlene Burns, Mark Graves, Brian Green, Stanley Hauerwas, Todd Junkins, Adam Martin, Darcia Narvaez, Gregory R. Peterson, Kevin S. Reimer, Lynn C. Reimer, Michael L. Spezio, Kevin Timpe, and George Tsakiridis.

Improve your writing by adjusting the way you think and approach assignments in the instantly accessible and flexible Habits of the Creative Mind.

Educators’ most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize ▪ Voice—Involving students in “the what” and “the how” of learning and equipping them to be stewards of their own education. ▪ Co-creation—Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take. ▪ Social construction—Having students work with others to theorize, pursue common goals, build products, and generate performances. ▪ Self-discovery—Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.