Critical Thinking and Moral Development in Secondary Students

Abstract

Walter Pierce Elmer Lemke Holland Smith Illinois State University In the continuing effort to define what students are to become as a result of their participation in the American school enterprise, several formal attempts at definitions have emerged. Interestingly, one thread that runs through these many efforts focuses on the ability to think analytically and behave ethically, as opposed to what many believe to be a current thrust toward basics. This paper describes an effort at curriculum design in which attempts were made to increase critical thinking skills and moral development in secondary students, and that resulted in a significant change in learner behavior.