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The impact of values clarification on critical thinking and effective communication for secondary school learners

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dc.contributor.advisor Shezi-Ngcobo, N.H.
dc.contributor.advisor Urbani, G.
dc.contributor.author Maboea, Laurence Teboho Lazarus
dc.date.accessioned 2010-02-01T06:24:16Z
dc.date.available 2010-02-01T06:24:16Z
dc.date.issued 2002
dc.identifier.other 268123
dc.identifier.uri http://hdl.handle.net/10530/217
dc.description Submitted in fulfilmentnof the requirements for the degree of Doctor of Education in the Department of Philosophy of Education at the University of Zululand, 2002. en_US
dc.description.abstract This study advocates to examine the efficacy of values clarification with particular reference to its impact on critical thinking and effective communication for secondary school learners. The capability of discerning and focussing on critical aspects of situations and seeing the patterns characterising those situations is a far more holistic capability than those commonly defined in competency-based approaches. Such holistic capabilities represent the links between disciplinary knowledge and professional skills. Secondary school educators find certain values important for their learners and these are articulated by means of the curriculum and studied or taught through values clarification. Values clarification is a process of helping the individual to arrive at his or her own values in a rational and justifiable way without a set of values being imposed. Values education therefore exists in order to strengthen the transfer of values in the school while critical thinking aims to develop a reflexion on values and a value development by means of analysing and comparing opinions and communicating effectively about them. Moral development is dedicated to the stages of cognitive development for learning values and the skills to reflect on them. In this way they are both cognitive, skills-oriented educational tasks. It is clear that education is concerned with critical thinking and many skills have been formulated that learners need to acquire in order to facilitate thinking critically and communicating effectively. Critical thinking manifests itself in a plethora of skills such as identifying assumptions (both stated and unstated both one's own and others), clarifying, focussing, and remaining relevant to the topic; understanding logic and judging sources by their reliability and credibility. This calls for not only skills but dispositions such as being openminded, considerate, impartial as well as suspending judgement, taking a stance when warranted, and questioning one's critical thinking skills. By implication, this reflects on teaching values clarification and critical thinking, since critical thinking derives from the fact that learners should be taught to think, to solve problems and to communicate, and to encourage involvement in their own learning. Learners need to think critically as citizens in society — being able to detect bias, recognizing illogical thinking, avoiding stereotyping of group members, reaching conclusions based on solid evidence and guarding against propaganda. For this reason critical thinking must pervade the secondary school curriculum. In conclusion, the fundamental purpose of education should have its manifestation in the acquisition of knowledge (knowing what?) and skills (knowing how); and the manipulation thereof to think critically and communicate effectively. en_US
dc.language.iso en en_US
dc.subject Critical thinking--Study and teaching (Secondary) en_US
dc.title The impact of values clarification on critical thinking and effective communication for secondary school learners en_US
dc.type Thesis en_US


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