Date of Award

1996

Publication Type

Master Thesis

Degree Name

M.A.

Department

History, Philosophy, and Political Science

Keywords

Education, Curriculum and Instruction.

Supervisor

Blair, J. A.

Rights

info:eu-repo/semantics/openAccess

Abstract

At the onset of the process of writing this paper, it was my strong conviction that the Critical Thinking movement had a lot to offer the curriculum planners developing First Nations Pedagogy. The Examination of several Critical Thinking models, the attempt to find some kind of continuum within which to organize them, and the comparison with the needs and effective methods of Native educators, has substantially reduced my enthusiasm. The more I examined the concepts of rationality and objectivity (explicit or implied in CT models) in relation to the Native worldview, the more I became convinced that the CT model has limited value for Native curricula, and then only if the spritocentrism of the Native view is given full logical weight, and the goal of character formation be privileged over credentializing for the workforce.Dept. of Philosophy. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1996 .F7155. Source: Masters Abstracts International, Volume: 37-01, page: 0027. Adviser: J. A. Blair. Thesis (M.A.)--University of Windsor (Canada), 1996.

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