Schools should teach and protect reflective processes, not particular conclusions or ideological positions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In its societal section, the paper argues that schools should pursue the goal of preparing an educated citizenry by teaching students how to think for themselves, and that it is reflective processes the schools should teach and protect, not particular conclusions or ideological positions. It holds that no views should be arbitrarily imposed, and that administrators empower others by teaching the methods of reflection, not by promoting their own beliefs. The paper adds that the administrator's duty to defend free inquiry is quite clear when critical thinking ruffles community feathers.

Design Implications¶

Context¶

Requirements¶

• Administrators willing to defend free inquiry against community pressure

Constraints¶

• The paper notes critical thinking is sure to ruffle some community feathers since it could call into question strongly held beliefs, and cites wealth's corrupting influence on politics and televised presentation as threats to intelligent democratic choice

Target Learners¶

• K-12 students
• school administrators

Target Learning Goals¶

• critical thinking
• evaluating political claims and counterclaims

Related Strategies¶

Examples¶

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Key Sources¶

• Willower, Donald J. (1992). Dewey's Theory of Inquiry and Reflective Administration. Paper presented at the annual convention of the University Council for Educational Administration, Minneapolis. https://eric.ed.gov/?id=ED355669