Teaching Values and Critical Thinking.Report as inadecuate




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Curricula are both the arena and the result of the struggle for hegemony in educational discourse and practice, but teachers have some freedom to give their own interpretations to the values they want to develop in their students. This paper gives examples of how teachers combine stimulating the development of specific values with teaching students to think critically. The focus is mainly on students aged 15 to 18 because this is the age in which students' identities begin to manifest themselves more obviously than at younger ages, and this is the last phase in which students can be socialized through education. Values related to labor provide an example of the way teachers can develop values in their students, whether they teach in the regular educational system or in the vocational education sector. Central to the critical thinking approach to education is that students analyze their own points of view and the viewpoints of others for value orientations. Teachers may be expected to adopt a neutral attitude toward the values concerned. However, in the interaction between students and teachers it is not possible for the teacher not to express certain values. Research has suggested that combining critical thinking and values education approaches is possible if teachers teach cognitive strategies, stimulate specific values as part of the pedagogical task, and still show respect for students' own opinions. (Contains 41 references.) (SLD)

Descriptors: Cognitive Processes, Critical Thinking, Curriculum, Ethical Instruction, Foreign Countries, Late Adolescents, Learning Strategies, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, Values Education, Vocational Education











Author: Veugelers, Wiel

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12514&id=ED398266







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