The Role of Philosophy for Children's Community of Philosophical Inquiry in Critical Media Literacy

Date of Award

2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College/School

College of Education and Human Services

Department/Program

Educational Foundations

Thesis Sponsor/Dissertation Chair/Project Chair

David K. Kennedy

Committee Member

Mark Weinstein

Committee Member

Tyson Lewis

Abstract

This study explores the relevance of Media Studies (MS) and Critical Media Literacy (CML) and their compatibility with Philosophy for Children (P4C) as an aim for education. Under the assumption that a synthesis of the two camps (MS and CML) is necessary, it is not sufficient for defining a classroom practice. Instead, what is missing in media literacy is an in-depth analysis of the philosophical content inherent in media images such as those in television commercials.

Thus, the following research question governed this study:

To what extent can the curriculum of Critical Media Literacy be enhanced through the curricular approach—the identification and exploration of philosophical concepts—and the teaching methodology—community of philosophical inquiry—of philosophy for children? I have termed that putative enhancement Philosophical Media Literacy to bridge the gap between teaching, thinking philosophically and the information environment.

Comments

Print version available at Sprague Library.

Full text available at ProQuest Dissertations & Theses Global

File Format

PDF

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