| dc.contributor.author | Hemming, Heather Evelyn Smith. | en_US |
| dc.date.accessioned | 2014-10-21T12:35:11Z | |
| dc.date.available | 1997 | |
| dc.date.issued | 1997 | en_US |
| dc.identifier.other | AAINQ24746 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55483 | |
| dc.description | The purpose of this study is to examine the nature of the teacher's role in facilitating critical thinking about social issues within a child-centred, whole language based curriculum. | en_US |
| dc.description | This study is approached in two separate yet obviously related ways. First, there is a philosophical analysis of major works dealing with child-centred education, whole language and critical thinking. Second, there is an empirically based case study of a sixth grade teacher who aims to have children think critically about social issues in a whole language, child-centred curricular context. The analysis of the case study focuses on values implicit in the curriculum and explicit attempts to facilitate critical thinking about social issues. | en_US |
| dc.description | The findings from the philosophical analysis and the empirically based case study are integrated to construct a framework for understanding the teacher's role in facilitating critical thinking about social issues. The qualities and characteristics of such a teacher include: directedness, democratic values, a critical stance, sensitivity, thoughtfulness, authority and courage. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1997. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Curriculum and Instruction. | en_US |
| dc.subject | Education, Philosophy of. | en_US |
| dc.title | The teacher's role in facilitating critical thinking about social issues. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
