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Critical thinking and the social stu...

Monteverde, Frances Elaine.

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Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II./
作者:	Monteverde, Frances Elaine.
面頁冊數:	420 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3852.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9705917
ISBN:	9780591128512

Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II.
Monteverde, Frances Elaine.

Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II. - 420 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3852.

Thesis (Ph.D.)--The University of Texas at Austin, 1996.

This item must not be sold to any third party vendors.

Previously, commentators suggested that, due to official or voluntary censorship, the media abandoned critical thought in World War Two. This study asked, "Did a similar abandonment occur in the discourse of Social Education and other NCSS publications?" Education texts abundantly confirm the centrality of critical thought in the 1930s rhetoric. From January 1937 to May 1945, critical thinking waxed and waned, but persisted, nevertheless, as an advocated instructional goal and as a tool that shaped the official NCSS journal.

ISBN: 9780591128512Subjects--Topical Terms:

599244
Education, History of.

Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II.
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100 1 $a Monteverde, Frances Elaine. $3 3172130
245 1 0 $a Critical thinking and the social studies: A view of the discourse in "Social Education" during World War II.
300 $a 420 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3852.
500 $a Supervisor: Jo Ann Cutler Sweeney.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Previously, commentators suggested that, due to official or voluntary censorship, the media abandoned critical thought in World War Two. This study asked, "Did a similar abandonment occur in the discourse of Social Education and other NCSS publications?" Education texts abundantly confirm the centrality of critical thought in the 1930s rhetoric. From January 1937 to May 1945, critical thinking waxed and waned, but persisted, nevertheless, as an advocated instructional goal and as a tool that shaped the official NCSS journal.
520 $a Deconstruction and discourse comprehension theories explain that synonymy and perfect transmission of communication are impossible. Rather than a lexical definition, an accumulation of understandings and cognitive experiences were brought to the creation of this narrative. An idiosyncratic interpretation of rhetoric, this tale decenters objectivity as a methodological tool. The narrator aspired to meet Bruner's criteria for a credible tale, i.e., to craft a well-wrought, logical story buttressed by evidence from different perspectives.
520 $a A clear-cut pattern did not emerge. Calls for critical thought continued despite challenges of the Great Depression, conservative campaigns to curb academic freedom, and the exigencies of wartime. Editor Erling Hunt published multiple viewpoints on disputed topics. Teachers submitted lessons that fostered reflection. Articles questioned assumptions about social norms, values, and traditions. Reports of NCSS publications reiterated the value of systematic thought applied to controversies.
520 $a However, simplistic explanations and contradictions also appeared. NCSS policy statements (1942) placed "critical mindedness" last on a long list of objectives. Writers generally portrayed enemies and allies unambiguously, and war conduct as rational and "sanitized." Silence often shrouded socially destabilizing topics. Some rationales for pacifism and non-intervention were declared "myths," e.g., a harsh peace settlement, yet postwar planners sought to avoid those "errors" to prevent future aggression.
520 $a The Annual Convention in November 1944 charted a new course for NCSS rhetoric. As the war neared its end, contributors ominously predicted increasing political intolerance and warned of family and social disintegration. From January to May 1945, direct advocacy for critical thought in the journal diminished. The watchwords became conform and adjust, as the rhetoric for a functional, individualized curriculum strengthened.
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650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 57-09A.
790 $a 0227
791 $a Ph.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9705917