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EXAMINING SECONDARY STUDENTS’ EXPERIENCES WITH ENGAGEMENT, AUTONOMY, AND EMPATHY THROUGH INTEGRATING ENGLISH LANGUAGE ARTS AND PHILOSOPHY

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dc.contributor.advisorKalyn, Brenda
dc.contributor.committeeMemberPark, Jeff
dc.contributor.committeeMemberRenihan, Patrick
dc.contributor.committeeMemberDirk, Morrison
dc.creatorGibault, Brad R
dc.creator.orcid0000-0002-3001-5727
dc.date.accessioned2017-04-24T17:44:50Z
dc.date.available2017-04-24T17:44:50Z
dc.date.created2017-06
dc.date.issued2017-04-24
dc.date.submittedJune 2017
dc.date.updated2017-04-24T17:44:50Z
dc.description.abstractPhilosophy is not widely taught in Canadian high schools, although research surrounding its benefits to secondary students—critical thinking, open-mindedness, interest, curiosity, and autonomy—is significant. This study examines an interdisciplinary high school program that integrates English Language Arts (ELA) and Philosophy (ELAP). Not only does ELAP create connectivity across subjects, but it has the potential to engage students in new ways by offering the strengths of ELA’s narrative and creative modes of thinking with the strengths of Philosophy’s paradigmatic or critical modes of thinking. Together, ELA and Philosophy can also lead to more caring thinking. This qualitative research study uses semi-structured interviews with six students who experienced and completed ELAP. This thesis attempts to find out how students’ experiences with ELAP encouraged their engagement, nurtured their autonomy, and/or cultivated their capacity for empathy. Using this study’s findings, the researcher outlines the rationale and benefits of not only integrating ELA and Philosophy curricula, but the value of including Philosophy in Canadian high schools.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10388/7815
dc.subjectPhilosophy
dc.subjectPhilosophy in Secondary Schools
dc.subjectHigh School Philosophy
dc.subjectPre-College Philosophy
dc.subjectEnglish Language Arts
dc.subjectIntegrating English Language Arts
dc.subjectEngagement
dc.subjectEngagement in Education
dc.subjectPhilosophy and Engagement
dc.subjectAutonomy
dc.subjectTeaching Autonomy
dc.subjectPhilosophy and Autonomy
dc.subjectEmpathy
dc.subjectTeaching Empathy
dc.subjectEmpathy Education
dc.subjectPhilosophy and Empathy
dc.subjectPerspective-taking
dc.subjectInterdisciplinary programs
dc.subjectIntegrated programs
dc.subjectEducational innovation
dc.titleEXAMINING SECONDARY STUDENTS’ EXPERIENCES WITH ENGAGEMENT, AUTONOMY, AND EMPATHY THROUGH INTEGRATING ENGLISH LANGUAGE ARTS AND PHILOSOPHY
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentCurriculum Studies
thesis.degree.disciplineCurriculum Studies
thesis.degree.grantorUniversity of Saskatchewan
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (M.Ed.)

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