https://www.um.edu.mt/library/oar/handle/123456789/52642 2026-07-18T17:54:54Z 2026-07-18T17:54:54Z Bartolo, Paul A. https://www.um.edu.mt/library/oar/handle/123456789/51823 2020-03-01T06:11:45Z 1985-01-01T00:00:00Z

Title: The psychology of errors Authors: Bartolo, Paul A. Abstract: One of the lasting contributions to psychology by Sigmund Freud and Jean Piaget has been their focus on human errors as keys to the workings of the mind. Freud dedicated two of his first lectures of A general introduction to psychoanalysis (1935) to "The Psychology of Errors". He considered slips of the tongue, misreading and the forgetting of resolutions as related to unconscious mental processes. Hence the expression "a Freudian slip". Similarly Piaget did not follow the developers of intelligence tests who focused on those tasks which most children could solve at progressive ages, but turned his attention instead to those tasks which most children at any given age invariably failed to solve. He based his theory of stages in children's intellectual development on their errors in dealing with problems that required a level of thinking beyond their particular level of development (see e.g. Piaget, 1954).

1985-01-01T00:00:00Z Alexander, Robin J. https://www.um.edu.mt/library/oar/handle/123456789/51786 2020-03-01T06:10:28Z 1985-01-01T00:00:00Z

Title: Theory and practice in initial teacher education : the British context Authors: Alexander, Robin J. Abstract: The argument I lead towards in this paper, however, is that while there is indeed a theory-practice problem, conventional diagnoses and associated solutions, far from solving the problem may well have exacerbated it. I shall argue that we need a more comprehensive diagnosis, basic to which must be an understanding of the assumptions which course structures in teacher education institutions have embodied and an honesty on the part of all of us - teacher educators, teachers and administrators - about the extent to which our own assumptions, attitudes and practices might hinder rather than help our student-teachers to make that vital theory-practice synthesis. I write about the context I know best, that in Britain. I make no comparisons with or extrapolations to the Maltese context: that is for others to do.

1985-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/51783 2020-07-15T07:34:33Z 1985-01-01T00:00:00Z

Title: Education : volume 2 : number 1 Editors: Farrugia, Charles Abstract: Table of contents: 1/ DE BONO, E. - The Direct Teaching of Thinking as a Skill -- 2/ FARRUGIA, C. - Current Approaches to Research in Sociology of Education -- 3/ BORG, M. G. - Conducting Process-Product Studies: Some Considerations -- 4/ FENECH, E. - Gwida Prattika ghall-Kitba tal-Malti -- 5/ ALEXANDER, R. J. - Theory and practice in initial teacher education: the British context -- 6/ BARTOLO, P. A. - The Psychology of Errors -- 7/ Issues and events -- 8/ Notes on contributors.

1985-01-01T00:00:00Z De Bono, Edward https://www.um.edu.mt/library/oar/handle/123456789/51782 2020-03-01T06:10:49Z 1985-01-01T00:00:00Z

Title: The direct teaching of thinking as a skill Authors: De Bono, Edward Abstract: The teaching of thinking as a skill is not tomorrow's dream but today's reality, claims one of the world's foremost experts on the topic. He describes his methods for teaching "the generalizable skill of thinking" - methods that have been used from the jungles of South America to the boardrooms of major corporations.

1985-01-01T00:00:00Z