This study had two objectives. The first objective was to investigate whether or not local and international school students in Hong Kong have different thinking styles. The second objective was to examine the predictive power of socialization variables for thinking styles among students in secondary schools. Three hundred and two students from three schools in Hong Kong responded to the Thinking Styles Inventory – Revised II based on Sternberg’s theory of mental style government, and a survey on two groups of socialization variables: student characteristic and school environment. The student characteristic variables included personological and situational variables, while the school environmental variables included in-class experience and assessment-related variables. Results indicated that there were statistically significant differences in thinking styles between local and international school students in Hong Kong. Results also indicated that the subgroup of in-class experience was the most powerful in predicting thinking styles at the international school, the subgroup of assessment-related variables was the most powerful in predicting thinking styles at the traditional local school, and the subgroup of personological characteristics was the most powerful in predicting thinking styles at the direct subsidy scheme local school. Implications of the findings are discussed for parents, teachers, school administrators and policy makers. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

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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.

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

Thesis--Ohio State University. / Bibliography: leaves 90-96. Available online via OhioLINK's ETD Center

Published also as Thesis (Ph. D.)--Columbia University, 1922. / "Columbia university contributions to philosophy and psychology." "Bibliography of references": p. 100-101.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.