Diss.--Utrecht.

Thesis (M.A.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 51 pages. Includes bibliographical references.

A DESCRIPTIVE STUDY ON THE CRITICAL THINKING LEVELS OF THE STUDENTS AT THE UNIT OF ENGLISH PREPARATORY SCHOOL AT HACETTEPE UNIVERSITY

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 59-61).

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 120-124). Also available in electronic format on the Internet.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 59-61). Also available in print.

This thesis presents a recollection of the relation of “being” and thinking through an articulation of the gesture of etho-poetic thinking. Part I marks out a path towards such a thinking through an encounter with Martin Heidegger’s “sketch” of the self as Dasein, where his description of being-there is read as an originary language of inquiry – one which attempts to respond to the issue of being, to the questionability and groundlessness of existence stemming from simply being-in-the-world. Part I follows out a description of this language of inquiry as a pre-conceptual, pre-cognitive, attuned, bodily understanding, through chapters which unfold this sketch of Dasein. This language of inquiry is construed as a two-fold action of being begun, being sketched, and beginning, sketching-out. The final chapter of part I connects Heidegger’s articulation of “Care” to the ancient practice of “care of the self” and the transformative, etho-poetic potentiality of thinking. As the thesis proffers, it is this pre-conceptual language of inquiry which must be repeated in a resolute thinking, as Heidegger articulates it in Being and Time, seeking not to objectivise the world, to represent it, but to resonate with it. In this sense, the “purpose” of thinking is not so much the obtainment of knowledge as it is an attempt to come back into “Care” for the questionability of one’s existence. As the thesis gestures to in the conclusion, part of the attempt of the thesis is, thus, an implicit critique of the contemporary situation and discourse on thinking with its emphasis on outcomes and outputs. The thesis itself follows the two-fold structure of the language of inquiry. Whilst part I depicts Heidegger’s sketch of this originary language of inquiry, part II sketches-out this language, seeking to articulate how an etho-poetic language of inquiry can occur in writing by bringing the sketch of part one into conversation with other etho-poetic thinkers; Walter Benjamin, Henri Meschonnic, Jan Zwicky, Giorgio Agamben, Lisa Robertson. In this way, through the textual composition of the writing, the thesis presents itself as the primary example of such a language of inquiry, making it not an investigation which objectifies an etho-poetic thinking, but makes an attempt at its own performance of it.

This thesis deals with the application of methods of Critical Thinking in the teaching of Czech language, literature and art education in secondary schools. The work is divided into two parts - theoretical and practical. The theoretical part focuses on the definition of teaching methods in general, discusses the principles of the Reading and Writing for Critical Thinking, classification and description of its each method and also a question best alternative arts curriculum or components of the Czech language for the application of methods of Critical Thinking. The practical part includes ideas for lessons of Czech language, literature and art, created according to the principles of Critical Thinking and using its methods.

Cette étude relève de la didactique du français en tant que langue étrangère. Elle s’inscrit dans la réflexion sur les liens entre les processus des réflexions d’ordre supérieur (l’analyse, l’évaluation et la création) et le processus de l’apprentissage du français. Elle porte sur le développement des sous-compétences de l’expression orale en français selon l’hypothèse qu’il existe des liens entre la réflexion et l’oral, et qu’il est possible de développer les sous-compétences de l’expression orale en utilisant le programme de réflexion « thinking curriculum » TC. Pour ce faire, notre étude portera sur deux études : une étude théorique qui vise à comprendre ces liens, à savoir la différence entre une réflexion en langue et sur la langue, et à étudier le programme de réflexion et son rôle dans le développement des compétences langagières. Une autre étude sera menée, c’est une étude de terrain qui vise à élaborer des unités d’enseignement basées sur le TC et un test de l’expression orale afin de mener une étude expérimentale et prouver l’hypothèse de la recherche. Cette étude de terrain sera menée sur des élèves d’origines étrangères dans une classe d’accueil dans la banlieue parisienne. / This study lies in the field of teaching of French as a foreign language. It is part of the debate on the links between the processes of higher order thinking (analysis, evaluation and creation) and the process of learning French. It focuses on the development of sub-skills of oral expression in French by virtue of assumption that there are links between thinking and speaking, and that it is possible to develop the sub-skills of oral expression using the thinking program (known as "thinking curriculum" TC). To do this, our study will focus on two studies: a theoretical study to understand these linkages, namely the difference between a language and reflection on language, and study the thinking program and its role in the development of language skills. Another study will be conducted, it is a field study that aims to develop teaching units based on the TC and to elaborate a test of oral expression to conduct an experimental study and prove the hypothesis of the research. This field study will be conducted on students of foreign origin in a reception class (a class welcoming to foreign born learners) in the Paris suburbs. / تُجرى هذه الدراسة في مجال فلسفة تعليم (ابيستمولجية طرق تدريس) اللغة الفرنسية كلغة أجنبية. وتستند على التفكير على العلاقات القائمة بين عمليات التفكير العليا (التحليل ، والتقييم ، والابتكار) وعملية تعليم اللغة الفرنسية. فهي تهدف إلى تنمية مهارات التعبير الشفهي باستخدام منهج التفكير. ولتحقيق ذلك ، تم البحث وفقا لدراستين : الاولى نظرية تهدف إلى فهم هذه العلاقات ومعرفة الفرق بين التفكير في اللغة وباللغة ، وكذلك دراسة منهج التفكير ودوره في تنمية المهارات اللغوية. اما الدراسة الاخري فهي ميدانية تهدف إلى تصميم وحدات دراسية مبنية على منهج التفكير ، وتصميم اختبار شفهي بغرض عمل دراسة تجريبية واثبات فروض البحث. تتم الدراسة التجريبية على تلاميذ من اصول اجنبية داخل احدى الفصول الدراسية المخصصة لاستقبال التلاميذ الاجانب في احدى ضواحى باريس.