Hemming, Heather Evelyn Smith.2014-10-2119971997AAINQ24746http://hdl.handle.net/10222/55483The 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.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.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.Thesis (Ph.D.)--Dalhousie University (Canada), 1997.Education, Curriculum and Instruction.Education, Philosophy of.text