Matching Items (3)
Filtering by
- All Subjects: Critical
- All Subjects: Thinking
- All Subjects: Educational philosophy
- Creators: Jordan, Michelle
Description
ABSTRACT
It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive society, are part of the bleak statistics that shine a spotlight on how our schools have failed to motivate and connect with the students of today. Consequently, many educators have come to believe they are not influential enough to make a significant difference, and have resigned themselves to accepting their current situation. The problem with this thinking is that it minimizes the purpose of the job we promised to do – to educate.
The innovation I implemented and describe in my dissertation can be characterized with one word – dialogue. Dialogue that occurs for the purpose of understanding and learning more about that which we do not know. In this innovation, I endeavored to demonstrate how social learning by way of dialogic discussion could not only support students’ academic growth, but their social and emotional growth as well. Results from the data collected and analyzed in this study suggest social learning had a highly positive impact both on how students learned and how they viewed themselves as learners.
Education is one of the cornerstones of our country. Educational opportunities that help meet the academic and social-emotional needs of students should not be seen as a privilege but rather as a fundamental right for all students. Equally, the right to express one’s thoughts, opinions and ideas is a foundational element in our democratic society. Failing to connect with our students and teach them how to exercise these rights in our classrooms is to fail ourselves as educators.
It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive society, are part of the bleak statistics that shine a spotlight on how our schools have failed to motivate and connect with the students of today. Consequently, many educators have come to believe they are not influential enough to make a significant difference, and have resigned themselves to accepting their current situation. The problem with this thinking is that it minimizes the purpose of the job we promised to do – to educate.
The innovation I implemented and describe in my dissertation can be characterized with one word – dialogue. Dialogue that occurs for the purpose of understanding and learning more about that which we do not know. In this innovation, I endeavored to demonstrate how social learning by way of dialogic discussion could not only support students’ academic growth, but their social and emotional growth as well. Results from the data collected and analyzed in this study suggest social learning had a highly positive impact both on how students learned and how they viewed themselves as learners.
Education is one of the cornerstones of our country. Educational opportunities that help meet the academic and social-emotional needs of students should not be seen as a privilege but rather as a fundamental right for all students. Equally, the right to express one’s thoughts, opinions and ideas is a foundational element in our democratic society. Failing to connect with our students and teach them how to exercise these rights in our classrooms is to fail ourselves as educators.
ContributorsOhanian, Jennifer Lyn (Author) / Hermanns, Carl (Thesis advisor) / Jordan, Michelle (Committee member) / Durden, Felicia (Committee member) / Arizona State University (Publisher)
Created2018
Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This dissertation deals with the confluence of neoliberal and dominant Western social pressures in tension with researchers and educators striving toward a more sustainable world in light of the Anthropocene. Although scientists see the Anthropocene as a problem of human activity and environmental degradation, many social scientists and humanities researchers also see it as a problem with entrenched ways of thought. Current ways of thought complicit in the making of the Anthropocene include centering all thought, control, and agency in the radically individual human, centering science as the only legitimate access to knowledge, and presenting that knowledge as apolitical absolute truth. I engage in research creation activated by the minor gestures of human/nature entanglement in the Anthropocene and the promise of place in environmental and sustainability education. As such, I embark on the invention of a new ecology of practices that takes the process philosophy of Alfred North Whitehead as their guiding foundation. As part of this invention circumventing normative neoliberal and Western logics, I take Ajo, Arizona and the surrounding Sonoran Desert as a partner in more-than-human process inquiry. I live in Ajo and explore the Sonoran Desert for four months of data generation employing basic techniques of ethnography divorced from their neopositivist founding theories.
Bodies generated from my entanglement with Ajo and the desert participate in inventing Remixing Data Experiences (RDE), a novel data engagement technique. Through RDE, my more-than-human partners and I create ideas by engaging in arts-based techniques that form multimedia art-workings. The ideas generated include Oasis, Decline, Celebrate, Precarity, and Directions. I respond to each idea through anarchival written texts in a variety of genres including ethnographic memoir, short fiction, essay, ballad, and talk poem. I put these ideas into conversation with current methodological and education literature to illustrate that aesthetic-based inquiry contributes new ways forward in the Anthropocene. These new ways include rhythms of certainty and uncertainty in knowledge creation, participating in reciprocal affective capabilities of bodies in joyful knowing, developing modest abstractions that frequently engage concrete experience, and inclusion of aesthetic experiences in learning and inquiry.
ContributorsBowers, Nicole (Author) / Carlson, David L (Thesis advisor) / Koro, Mirka (Committee member) / Jordan, Michelle (Committee member) / Arizona State University (Publisher)
Created2021