Educating children to think critically in the primary school setting : the place of philosophy for children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
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Date
2010
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Massey University
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Abstract
As official policy, The New Zealand Curriculum states taht its "principle function is to set the direction for student learning
and to provide guidance for schools as they design and review their curriculum" (Ministry of Education, 2007, p.6). Educating
children to be critical thinkers is a compulsory element of The New Zealand Curriculum. Hence, as state employees, teachers are
obligated to educate for it. Understanding what it is to be a critical thinker presupposes a teacher deciding how best to educate
for it, and requires relevent information. As the guiding document however, it is deficient in this respect. It does not provide information
for teachers as to what it is to be a critical thinker. Defining the term is contentious among theorists, exemplified by long-standing
debate, which has not yet achieved consensus. This makes it all the more important that the Ministry of Education provides definitional
clarity of the term, if it is indeed a serious educational objective. This thesis affirms the importance of educating children to be
critical thinkers as part of a genuine education for induction into a democratic society. Hence, it provides the definitional clarity
for teachers taht The New Zealand Curriculum does not. This thesis argues that in the primary sector, such an education is best
achieved through the guidance and support of the Philosphy for Children programme, and its community of inquiry pedagogy. Transforming
the traditional classroom into a philosophical community of inquiry provides the best context, while the Philosophy for Children
novels and teachers' manuals provide content that engages children in thinking critically. A successful transformation has potential
barriers. However, overcoming barriers by thinking critically is characteristic of a philosophic paradigm!
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Keywords
Critical thinking, Critical thinking in education, Critical thinking for chlldren, Teaching critical thinking, New Zealand curriculum