Academic literature on the topic 'Antonio (1916-2000)'

This paper presents basic theoretical knowledge of critical thinking. It describes characteristics of critical thinking, which are used for the formation of critical thinking indicators. These indicators are needed for assessing students’ critical thinking levels and for designing lessons to develop critical thinking competence for students. The paper articulates arguments for highlighting the necessity of critical thinking education for students in Vietnam. The paper contributes to knowledge base of critical thinking education and supports further studies on critical thinking in order to enhance the effectiveness of education in Vietnam. Key words Critical thinking, competence, education, students References Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6(1), doi: 10.1.1.412.1694Bacon, F. (1605). The Advancement of Learning. Edited by Joseph Devey, M.A. (New York: P.F. Collier and Son, 1901).Bailin, S. (2002). Critical thinking and science education. Science & Education, Vol. 11, Issue 4, pp 362-375Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302. Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation. Biggs, J., 1996. Western misperceptions of the Confucian-heritage learning culture. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45 – 67). Hong Kong: The University of Hong Kong Comparative Education Research Centre.Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Bộ Giáo dục và Đào tạo (2018). Dự thảo Chương trình Giáo dục Phổ thông Tổng thể.Brookfield, S. D. (1987). Developing Critical Thinkers. Jossey-Bass, San FranciscoChan, S. (1999). The Chinese learning – A question of style. Education and Training, 41(6/7), 294-304.Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan. Đặng Tự Ân, 2015. Mô hình trường học mới Việt Nam nhìn từ góc độ thực tiễn và lí luận. NXB Giáo dục Việt NamĐỗ Đình Hoan (2002). Một số vấn đề cơ bản của chương trình tiểu học mới. NXB Giáo dục Việt NamEnnis, R. H. (1986). A concept of critical thinking. Havard Educational Review, 22(1): 81-111. Facione, P. A. (2011). Think Critically, Pearson Education: Englewood Cliffs, NJ.Garrison, D. R., Anderson, T., & Archer, W., (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3): 87-105Guyton, J. J. (1984). The effects of teaching cognitive strategies on problem solving skills of baccalaureate nursing students. (Doctoral dissertation, University of Toledo, OH, 1983). Dissertation Abstracts International. 44. 3587-A.Halpern, D. F. (2006). Is intelligence critical thinking? Why we need a new construct definition for intelligence. In P. Kyllonen, I. Stankov, & R. D. Roberts (Eds.), Extending intelligence: Enhancement and new constructs. Mahwah. NJ: Erlbaum Associates. Harman, K., & Bich, N. T. N. (2010). Reforming teaching and learning in Vietnam’s higher education system. In G. Harman, M. Hayden, & T. N. Pham (Eds.). Reforming higher education in Vietnam: Challenges and priorities (pp.65-86). London: SpringerHenri, F. (1991). Computer conferencing and content analysis In O'Malley, C. (ed.) Computer Supported Collaborative Learning: Heidelberg: Springer-VerlagKokkidou, M. (2013). Critical thinking and school music education: Literature review, research findings, and perspectives. Journal for Learning through the Arts, 9(1), Retrieved from http://www.escholarship.org/uc/item/4dt433j3Koh, D. (2006). Reforms of the Vietnamese education system badly needed. Institute of South East Asian Studies.Kurfiss, J. G. (1988). Critical thinking: Theory, research, and possibilities. ASHE – ERIC Higher education Report No.2, Washington DC.Macduff, Anne (2005) "Deep Learning, Critical Thinking and Teaching for Law Reform," Legal Education Review: Vol. 15 : Iss. 1 ,Article 6.Marshall, R. & Tucker, M. (1992). Thinking for a living. New York: Basic BooksMason, M. (2007). Critical Thinking and Learning. Educational philosophy and theory. Volume 39, Issue 4, Pages 339–349 McCollister, K., & Sayler, M. (2010). Lift the ceiling: Increase rigor with critical thinking skills. Gifted Child Today, 33(1), 41-47.McPeck, J. (1981). Critical Thinking and Education. St. Martin's PressHằng, N. V. T., Meijer, M., Bulte, A. M. W., & Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 2015, 665-693.DOI: 10.1007/s11422-014-9634-8Newman, D., Webb, B., & Cochrane, C. (1995). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Ipct - J, vol 3 (2), pp. 56-77.Nguyen Quang Kinh, Nguyen Quoc Chi (2008). Education in Vietnam: Development history, challenges and solutions. In An African Exploration of the East Asian Education Experience, Edited by Birger Fredriksen and Tan Jee Peng, The World Bank, Washington, D. C. Paul, R., & Elder, L. (2012). The nature and functions of critical & creative thinking. Tomales, CA: Foundation for Critical ThinkingRichmond, J. E. D. (2007). Bringing critical thinking to the education of developing country professionals, International Education Journal, v8 n1 p1-29 Ryan, J. & Louie, K. (2007). False dichotomy?: ‘Western’ and ‘Eastern’ concepts of scholarship and learning. Educational Philosophy and Theory (39)4, 404 - 417.Paul, R., & Scriven, M. (1987). Critical thinking as defined by the National Council for Excellence in Critical Thinking, Statement presented at the 8th Annual International Conference on Critical Thinking and Education Reform , BerkeleyPintrich, P. R., Smith, D., Garcia, T., and McKeachie, W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), The University of Michigan, Ann Arbor, MI.Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4), 563-580.Tsai, P., Chen, S., Chang, H., & Chang, W. (2013). Effects of prompting critical reading of science news on seventh graders’ cognitive achievement. International Journal of Environmental & Science, 8(1), 85-107. doi: 10.1002/tea. 20385.Tran Thu Ha & Trudy Harpham (2005). Primary education in Vietnam: Extra classes and outcomes. International Education Journal, 6(5), 626-634. Trilling, B. & Fadel, C. (2009). 21th century skills: Learning for life in our time. Jossey-Bass, USA. Watkins, D. & Biggs, J.B. (2001). Teaching the Chinese learner: psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Council for Educational ResearchWatson G., Glaser E. M. (1980). Watson-Glaser critical thinking appraisal. San Antonio, TX: The Psychological Corporation. Wollack, J. A. & Fremer, J. (2013) (Eds). Handbook of test security threat. Taylor & Francis

Ce travail etudie, en empruntant certains des outils conceptuels a la semiotique theatrale, l'importance des references picturales dans le theatre d'antonio buero vallejo : "citations" ; objets picturaux ; evocation de peintres celebres ; creation de personnages peintres confrontes aux problemes du talent en art, de la reussite, de l'echec et du pouvoir politique (censure). Les cinq pieces mettant en scene des personnages-peintres font, chacune, l'objet d'une monographie : las meninas, madrugada, el sueno de la razon, llegada de los dioses et dialogo secreto
The thesis here presented examines, with the help of the conceptual instruments of dramatic semiotics, the meaning of the artistic (figurative) references in the plays of antonio buero vallejo : "quotations", figurative objects, mention of famous painters, the use of ficticious painters in the plays, who are confronted with the problem of genius in art, of success and failure and with the problem of political power (censoring). The five plays, in which there are painters characters, are the object of a monography : las meninas, madrugada, el sueno de la razon, llegada de los dioses and dialogo secreto