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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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Philosophy Commons

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May 18th, 9:00 AM May 21st, 5:00 PM

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.