User Name:

Password:
Welcome Guest
Journals Home > The Journal Of Secondary Gifted Education > Volume 15 |  Issue 3 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Adler, J. E. (1991). Critical thinking, a deflated defense: A critical study of John. E. McPeck’s Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic, 13(2), 61–78.
  • Bacon, F. (1902). Novum organum. New York: Collier. (Original work published 1620).
  • Baron, J. (1988). Thinking and deciding. Cambridge, England: Cambridge University Press.
  • Beyer, B. K. (1985). Critical thinking: What is it? Social Education, 49, 270–276.
  • Blair, J. A. (1988). What is bias? In T. Govier (Ed.), Selected issues in logic and communication, (pp. 93–103). Belmont, CA: Wadsworth.
  • Brower, R. (1999). Dangerous minds: Eminently creative people who spent time in jail. Creativity Research Journal, 12, 3–14.
  • Davis, E. B. (1994). Parcere nominibus: Boyle, Hooke, and the rhetorical interpretation of Descartes. In M. Hunter (Ed.), Robert Boyle re-considered (pp. 157–175). Cambridge, England: Cambridge University Press.
  • Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5–24.
  • Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae: The California Academic Press.
  • Frankl, V. E. (2000). Man’s search for meaning. Boston: Beacon Press.
  • Grisham, J. (2001). Skipping Christmas. New York: Doubleday.
  • Herschel, J. (1830). Preliminary discourse on the study of natural philosophy. London: Longman.
  • Kienpointner, M., & Kindt, W. (1997). On the problem of bias in political argumentation. Journal of Pragmatics, 27, 555–585.
  • Krishnamurthi, J. (1981). Education and the significance of life. San Francisco: HarperCollins.
  • Lipman, M., & Sharp, A. M. (1980). Social inquiry: Instructional manual to accompany Mark. Upper Montclair, NJ: Institute for the Advancement of Philosophy for Children.
  • Marland, S. P., Jr. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education, 2 vols. Washington, DC: U.S. Government Printing Office. (Government Documents, Y4.L 11/2: G36).
  • Massé, L., & Gagné, F. (2002). Gifts and talents as sources of envy in high school settings. Gifted Child Quarterly, 46, 15–29.
  • McPeck, J. E. (1984). Stalking beasts, but swatting flies: The teaching of critical thinking. Canadian Journal of Education, 9(1), 28–44.
  • Neu, J. (1980). Jealous thoughts. In O. A. Rorty (Ed.), Explaining emotions (pp. 425–463). Los Angeles: University of California Press.
  • Passow, A. H. (1982). Differentiated curricula for the gifted/talented (Committee report to the National/State Leadership Training Institute on the Gifted and Talented). Venture County, CA: Office of the Superintendent of Schools.
  • Paul, R. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Center for Critical Thinking and Moral Critique.
  • Paul, R. W., Binker, A. J. A., Martine, D., & Adamson, K. (1995). Critical thinking handbook: High school. Rohnert Park, CA: The Center for Critical Thinking and Moral Critique.
  • Perez-Ramos, A. (1996). Bacon’s legacy. In M. Petonen (Ed.), The Cambridge companion to Bacon (pp. 311–364). Cambridge, England: Cambridge University Press.
  • Plato. (1999). Great dialogues of Plato: Complete texts of the Republic, Apology, Crito Phaido, Ion and Meno, Vol. 1 (W. H. Rouse, Trans). New York: Penguin Putnam.
  • Sargant, R. M. (1994). Learning from experience: Boyle’s construction of an experimental philosophy. In M. Hunter (Ed.), Robert Boyle re-considered (pp. 57–78). Cambridge, England: Cambridge University Press.
  • Simpson, A. (1996). Critical questions: Whose questions? The Reading Teacher, 50, 118–126.
  • Smith, G. F. (2001). Towards a comprehensive account of effective thinking. Interchange, 32(4), 349–374.
  • Sriraman, B. (2002). How do mathematically gifted students abstract and generalize mathematical concepts. NAGC Research Briefs, 16, 83–87.
  • Sriraman, B. (2003). Mathematical giftedness, problem solving, and the ability to formulate generalizations. Journal of Secondary Gifted Education, 14, 151–165.
  • Sternberg, R., & Wagner, R. (1982). A revolutionary look at intelligence. Gifted Children Newsletter, 3, 11.
  • Titus, H. (1994). Living issues in philosophy. Oxford, England: Oxford University Press.
  • Walters, K. S. (1994). Re-thinking reason: New perspectives in critical thinking. Albany: State University of New York Press.
  • Walton, D. (1999). Francis Bacon: Human bias and the four idols. Argumentation, 13, 385–389.
  • Westberg, K., Archambault, F., Dobyns, S., & Salvin, T. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16, 29–56.
  • Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis: Free Spirit.
  • Yinger, R. J. (1980). Can we really teach them to think? In R. E. Young (Ed.), Fostering critical thinking: New directions for teaching and learning (pp. 11–31). San Francisco: Jossey-Bass.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 15
  •  Issue 3
  • Publication Date: Spring 2004



The Use of Fiction as a Didactic Tool to Examine Existential Problems

Bharath Sriraman and Harry Adrian

Recent geopolitical events have changed the naïve way in which many teenagers view the world. In particular, it has called into question many of the moral and ethical foundations we take for granted as norms of a functioning society. In the wake of these events, it is important for teachers to allow students, in particular the gifted, to voice their thoughts and critically examine issues pertinent to society and life. The study of literature through the prism of critical thinking can allow the student to experience its cohesiveness to life. Literature can be practical, inspirational, appealing, stimulating, and educational if approached with this purpose in mind. In this paper, we describe how gifted high school seniors at a rural Midwestern public school discerned the nature of “truths” about society and life by critically examining a simple contemporary novel. Vignettes of student discussions that illustrate critical thinking and express “controversial” views are presented along with commentaries. We also discuss the implications of using fiction as a didactic tool to examine existential problems in the high school classroom.


ShoppingCart Summary

Shopping
Your cart is empty.