"A Study of Teaching Critical Thinking in the Upper Elementary Grades" by M. Julius Wickesberg
 

Date of Award

7-1963

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Roman A. Bernert

Second Advisor

Ella C. Clark

Third Advisor

Robert Craig

Abstract

Up to the present time we were chiefly concerned with providing reading services for good oral and silent readers who gleaned the expressed facts from the printed page, but today we acknowledge our responsibility for advancing the reading power to critical reading and thinking. Experiments on the secondary level have demonstrated that this goal can be attained if provisions are made for stimulating the learning of individuals and encouraging critical thinking in content subjects and discussions. The teacher's responsibility for the success of such a critical thinking program is tremendous. The reading teacher is the key person in the critical reading program of a student but all teachers are teachers of reading (13:l). It becomes the responsibility of every teacher to instill habits of critical thinking which will extend beyond the limits of the classroom for even parents in the home and speakers on T.V. and radio, at least unconsciously, are supplying content materials for students to think about, analyze, and discuss.

Comments

A Research Paper Submitted to the Graduate Faculty of the Education Department, Marquette University in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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