Published: 7/17/2021 10:00:10 PM
Modified: 7/17/2021 10:00:09 PM
The value of teaching students how to think, not what to think
I applaud Ryan Richman, of Timberlane Regional High School, in Plaistow, N.H., and Kelsie Eckert, of Moltonborough Academy, for their teaching of social studies as described in the New Hampshire Bulletin article (“Divisive concepts law vexes teachers,” July 15). Both implement various methods of inquiry that foster student analytic skills and exploration of issues in U.S. history. They clearly underscore that inquiry-based practice is student-centered, with the teacher playing a key role in seeding a productive environment.
The inquiry method is not new. As a graduate student in 1967 at the University of Michigan, I studied under Byron Massialas, author of