Location
University of Windsor
Document Type
Paper
Keywords
critical thinking, textbook use, high school philosophy
Start Date
18-5-2011 9:00 AM
End Date
21-5-2011 5:00 PM
Abstract
One of the few contexts in which high school students are introduced to argumentation is in philosophy courses. Do such teachers promote critical thinking and argumentation? We present the findings of a mixed-methods empirical study of Ontario high school philosophy teachers, providing insight into the degree to which teachers promote oppositional readings of texts in a manner consistent with critical thinking. We identify the factors that contribute to critical thinking, as well as the barriers, focusing textbooks use.
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Included in
High school philosophy teachers’ use of textbooks: Critical thinking or teaching to the text?
University of Windsor
One of the few contexts in which high school students are introduced to argumentation is in philosophy courses. Do such teachers promote critical thinking and argumentation? We present the findings of a mixed-methods empirical study of Ontario high school philosophy teachers, providing insight into the degree to which teachers promote oppositional readings of texts in a manner consistent with critical thinking. We identify the factors that contribute to critical thinking, as well as the barriers, focusing textbooks use.
