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Global connections and critical thou...

Mounkhall, Thomas Henry.

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Global connections and critical thought: A complementary approach to the modern world history survey.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Global connections and critical thought: A complementary approach to the modern world history survey./
作者:	Mounkhall, Thomas Henry.
面頁冊數:	153 p.
附註:	Adviser: Raymond F. Bulman.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049144
ISBN:	0493633766

Global connections and critical thought: A complementary approach to the modern world history survey.
Mounkhall, Thomas Henry.

Global connections and critical thought: A complementary approach to the modern world history survey. - 153 p.

Adviser: Raymond F. Bulman.

Thesis (D.A.)--St. John's University (New York), 2002.

Traditionally, the discipline of world history was dominated either by an Eurocentric or an area studies approach. The purpose of this research is to redesign the undergraduate world history program. The basic research question of the essay is “Can a world history method be created that allows a conceptual framework of global connections and a pedagogy to develop critical thinking skills to exist in a complementary relationship?”

ISBN: 0493633766Subjects--Topical Terms:

1019148
Education, Social Sciences.

Global connections and critical thought: A complementary approach to the modern world history survey.
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245 1 0 $a Global connections and critical thought: A complementary approach to the modern world history survey.
300 $a 153 p.
500 $a Adviser: Raymond F. Bulman.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1490.
502 $a Thesis (D.A.)--St. John's University (New York), 2002.
520 $a Traditionally, the discipline of world history was dominated either by an Eurocentric or an area studies approach. The purpose of this research is to redesign the undergraduate world history program. The basic research question of the essay is “Can a world history method be created that allows a conceptual framework of global connections and a pedagogy to develop critical thinking skills to exist in a complementary relationship?”
520 $a For world history, this discourse should prove very important. The domain must be reconceptualized or it may become an anachronism. Eurocentrism is challenged in this dissertation and replaced by a polycentric perspective. Current scholarship informs classroom pedagogy, and the scope of the course is purposively limited. Our diverse student population will favor this system over the Eurocentric tradition. Also, students who will live in the contemporary interdependent world will be given a historical context for the connectedness of their experience.
520 $a This treatise also has significance in the sphere of critical thinking. It replaces the tradition of data transmission with an alternative perception of history as a distinctive means of understanding human experience. This writer pursues the development of the “life of the mind,” which is at the core of the Liberal Arts. A specific method for fostering critical thinking skills in the undergraduate classroom is described.
520 $a Two conceptual frameworks have greatly informed this dissertation. The notion of transnational connections as a principal agent of change in the works of William H. McNeill and Jerry H. Bentley has contributed to the path of this investigation. John E. McPeck's idea that critical thinking is domain specific has principally steered the researcher in cognitive psychology. Extensive research in both world history and cognitive psychology is abundantly available in the form of scholarly books and journals.
520 $a The primary conclusion of this study is that a conceptual framework of global connections and a pedagogical focus on developing critical thinking skills can definitely reinforce each other in the suggested world history program. This synthesis has produced a specific modern world history survey course, which maintains a polycentric orientation, a critical thinking focus, and a comprehensive assessment program.
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