The dialogical theory of critical thinking I develop in this thesis portrays critical thinking fundamentally as a social practice. Yet in saying this I am not suggesting that critical thinking is a form of practical reason - to be contrasted with some notion of theoretical or pure reason - rather, I shall be seeking to do away with the dichotomy. In this sense the thesis falls within the domain of the postmodern, reflecting a general reappraisal of the relationship between mind and body, thinking and experience, individual and community. One of the central issues I seek to address is the way in which critical thinking is connected to personal identity on the one hand and to general principles and constraints on the other. These constraints will be both epistemic and moral. In characterizing critical thinking as a form of human activity, I suggest that critical thinking needs to be grounded not only in a theory of epistemology, but in a theory of persons. In characterizing critical thinking as a reflexive activity - involving reflection and deliberation - I suggest that we also need to ground it in a theory of self. In suggesting that persons and selves have uniqueness or autonomy, I suggest that a dialogical conception of critical thinking needs to accommodate plurality. Finally, in seeing critical thinking as a value, and not merely as a utility, I come to characterize critical thinking in terms of virtues.

Diss. (sammanfattning) Stockholm : Karol. inst. / Härtill 5 uppsatser.

Thesis (Ed. D.)--University of Nebraska--Lincoln, 1993. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 13, 2005. Dissertation Committee: John V. Godbold (chair), Dennis G. Kelly, Patricia H. Klass, Walter D. Pierce. Includes bibliographical references (leaves 100-108) and abstract. Also available in print.

Thesis (Ed.M.)--Boston University

Master of Science / Department of Architecture / Gary J. Coates / The connection and relationship between nature and architecture is one which triggers the evaluation of many criticisms and questions as well as solutions. There is a new approach to design that was introduced several years ago called biophilic design, which requires contemporary designers to look at the natural processes found in nature for inspiration. In this study Bengal architecture, both vernacular and modern is described as a unique example of biomimicry and phenomenological design that could work as a solution for some other countries as well. Bengal architecture is the architecture of Wind, Water, and Clay. For this research, the focus is on the modern and traditional architecture of Bangladesh, a country with a rich cultural background. Before 1947, Bangladesh was a part of the British Empire, and in 1971, Bangladesh got independence from Pakistan in the Bangladesh Liberation War. Throughout history, Bangladesh has seen many transformations with respect to its architecture. The predominant history of Bangladesh culture has been shaped by Hinduism, Buddhism and at last by the introduction of Islam. All of these influences have shaped its cultural and traditional behavior and unfolded a different type of architectural style which is at root both native and vernacular. In Bangladesh, architecture is basic to human survival, and it is the reflection of the people’s habits, climate, culture, and tradition, and perhaps this is the only real example of Deltaic Architecture in the world. In this thesis, Bengal architecture is analyzed through Professor Gary Coates’ "Deep Beauty" framework. This report introduces Bengal architecture to the world from the very early stages to modern days through some case studies of exemplary buildings. In order to provide better architectural solutions for the future, it is essential that we look back at examples that have passed the test of time and search for the inherent qualities of traditional regional architecture. With this purpose, the report focuses on some traditional and Modern buildings: a critical analysis of the indigenous deltaic architecture of Bangladesh is presented in order to learn how it meets the criteria of Deep Beauty, for the creation of a sustainable architecture that works technologically, culturally and humanly. Three modern buildings from Bangladesh have been selected which have a profound link with the Deltaic Architecture: the National Assembly Building by American architect Louis Kahn, the Faculty of Fine Arts Building by Bangladeshi architect Muzharul Islam, and the METI Handmade School by German architects Anna Heringer and Eike Roswag. All the case studies have been critically analyzed through “Kelbaugh’s five points of a Critical Regionalism” as well as the “Deep Beauty” Framework. The results from these analyses demonstrate the inherent power and the enduring relevance of regional architecture which is deeply beautiful and inherently sustainable. [Key Words: Deltaic Architecture, “Deep Beauty” framework, Critical Regionalism, Sustainability, Contextual, Modernism, The Delta]

This thesis studies the shape of the coexistence curve of sulfur hexafluoride in the critical region. The difference in index of refraction between the liquid and vapour phases is shown to be proportional to the difference in density. Thus the critical exponent " β " is measured. These values were found from linear fits to log-log data: β= 0.339 ± 0.002 - ε ≻ 10 ̄ ² β= 0.347 ± 0.002 - ε ≺ 3 x 10 ̄ ³ Here, "Tc" is the critical temperature and [ Formula omitted ]The temperature range covered is 3 x 10 ̄ ⁶<- ε ≺ 6 x 10 ̄ ². The critical index of refraction (nc) is measured, with the result nc = 1.093 ± 0.002 / Science, Faculty of / Physics and Astronomy, Department of / Graduate

Current events and social movements aimed at bringing awareness to oppressed groups have reminded us that the United States has still not achieved justice and equality for all. Social and political tensions have become inescapable in our increasingly connected world. Therefore, students need to learn about diverse ways of knowing and being in a pluralistic society. Since publishing and education companies compete for business, the amount of digital and print resources available to teachers can be overwhelming. Because a vital component of a multicultural education includes diverse materials that authentically portray views and experiences from a wide range of cultures, traditions, and values, it is necessary to critically analyze the curricular content that teachers are expected to use in their classrooms. The purpose of this study is to analyze the literature that is included in district-approved book lists for public schools to determine how these texts support the principles of multiculturalism and multicultural education in sixth-grade classrooms. The tenets of critical multicultural analysis (CMA) guided this critical content analysis. Because teachers in these districts are limited to choosing books from approved lists to read with their students, the texts for this study were selected from approved literature lists that were provided by three public schools in North Texas. Although previous research on curricula and textbook analysis is available, little of that research analyzes approved literature lists in public schools. Since school districts are preparing to teach changing demographics and are striving to become more equitable, this study can offer insight into how the chosen texts align with broader district goals for meeting the academic, social, and emotional needs of each student.

This thesis reports on a qualitative case study that explores the perceptions of seven elementary school teachers on the concept of media educational practices in the classroom. This study explores the opinions of selected elementary school teachers concerning media educational practices in the elementary classrooms. These perspectives may assist learners to explore their self-identities, develop critical thinking, express and practice creativity, represent their social position, and foster critical consciousness. The study participants included seven elementary school teachers who have adopted various modes of media educational practices in their teaching praxis utilizing technology and their conceptualizations of media education. One primary research question was addressed: What are elementary school teachers’ understandings of critical media education in the classroom? Three sub-questions have been used to inform the primary research question in three categories of contexts, processes, and outcomes. Through data collected by a semi-structured interviewing method, this study describes and analyzes personal teaching experiences of elementary teachers to provide a deeper understanding of the context of media education, the instructional process for developing critical thinking and creative expression, and the criteria for measuring competencies in media education outcomes. This research highlights teachers’ perspectives on the successes and challenges associated with their efforts to implement media literacy into school curricula; and on the importance of cross-curricular integration of media educational practices in elementary classrooms. The findings of this study provide insights into the importance of cross-curricular integration of media educational practices associated with critical thinking and creative expressions in elementary classrooms. These practices play a significant role for both students and teachers in becoming change agents in a dynamic teaching and learning environment that promotes critical thinking, creativity, and positive transformation for self and community.

A graph G is diameter-2-critical if its diameter is two and the deletion of any edge increases the diameter. In this paper we characterize the diameter-2-critical graphs with no induced path on five vertices. Murty and Simon conjectured that the number of edges in a diameter-2-critical graph of order n is at most n2/4 and that the extremal graphs are the complete bipartite graphs with partite sets whose cardinality differs by at most one. We use an association with total domination to prove that if G is a diameter-2-critical graph with no induced path P5, then G is triangle-free. As a consequence, we observe that the Murty-Simon Conjecture is true for P5-free, diameter-2-critical graphs by Turán's Theorem. Finally we characterize these graphs by characterizing their complements.