The use of the Hegelian dialectic as a heuristic in literature classes to improve critical thinking skills

Felicia Ann Dixon, Purdue University

Abstract

Students in three different schools studied two novels, Jane Eyre, by Charlotte Bronte, and Jude the Obscure, by Thomas Hardy using the Hegelian Dialectic as a heuristic to aid in the understanding of the novel. They were compared to students in three control classes to see if the use of the Hegelian Dialectic helped to improve critical thinking skills. Critical thinking skills were measured on two occasions using the Cornell Critical Thinking Test, Form Z, as well as essays, written at the beginning and at the end of the study of the two novels. Trained raters assessed the essays using a rubric adapted from the Advanced Placement Rubric for the English Literature examinations. Data were analyzed using a repeated measures analysis of variance design. No significant difference was found on the Cornell Critical Thinking Test, Form Z, as a result of the use of the Hegelian Dialectic as a heuristic. However, students in the experimental groups did significantly better on the post essay than did the students in the control groups. Trained raters taped interviews of students and teachers concerning perceptions of the use of the Hegelian Dialetic in the classroom. Both students and teachers had positive reactions to the use of the Hegelian Dialectic as a process to improve thinking skills. Students also wrote journal entries concerning the use of the process. They were positive as well. Students who studied two novels using the Hegelian Dialectic as a heuristic improved critical thinking in their writing as compared to students who had not used the Hegelian process. This study adds credibility to the argument that critical thinking can be improved by the systematic use of a heuristic in conjunction with challenging literature.

Degree

Ph.D.

Advisors

Feldhusen, Purdue University.

Subject Area

Curricula|Teaching|Language arts|Secondary education

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