In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
3
13
~3
17
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
179
26
313
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Teacher and student interactio
ns and characteristics from
critical theorists school
Ak
ba
r
S
a
l
e
hi
De
p
a
rtme
n
t
o
f p
h
i
lo
so
ph
y o
f
E
d
u
c
a
t
io
n,
K
ha
ra
zm
i un
iv
e
r
sity
U
n
i
v
ersit
y
,
Iran
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jan
2
5, 201
9
Re
vise
d F
e
b 28,
201
9
Ac
ce
p
t
ed
M
ar 1
4
,
2
019
In
r
ec
en
t
y
e
a
r
s,
c
ri
ti
cal
t
hi
nkers
h
av
e
do
n
e
s
erio
us
d
i
s
cus
s
i
o
n
s
in
e
ducati
on
and
other
f
i
e
l
ds
i
n
our
lives
l
ike
soci
al,
cultural
,
p
o
litical
an
d
econo
m
i
cal.
Th
is
p
ap
er
i
s
g
o
i
n
g
to
c
o
n
si
der
som
e
o
f
t
h
e
c
r
i
t
i
cal
t
hi
nk
ers’
t
h
eories
i
n
ord
e
r
to
c
l
a
rif
y
t
eacher
a
nd
s
t
u
d
e
nt
i
nteracti
o
n
s
i
n
edu
catio
n
.
T
h
e
r
esearc
h
i
s
a
typ
e
of
f
u
ndam
e
n
t
a
l
a
nd
q
u
al
it
ativ
e
st
ud
y
which
frames
teach
er
a
n
d
s
tu
dent
in
teracti
ons
b
y
m
eans
o
f
a
d
escrip
ti
ve
–
a
nal
y
t
i
cal
m
et
ho
d
.
A
cc
o
r
di
ngl
y
,
w
e
in
tro
duce
critical
t
e
ach
er
a
s
a
teach
er
w
h
o
i
n
c
lu
des
sp
ecifi
c
c
haract
eristics
lik
e
e
ma
nc
ipa
t
io
n,
c
rit
i
c
a
l
na
ture
a
nd
o
pe
nn
e
s
s.
T
he
r
e
fore
m
e
n
t
ioned
t
each
er
att
e
nd
s
th
e
ro
le
o
f
cul
t
u
r
e
i
n
h
u
m
an
lif
e
an
d
he
r
esi
s
t
s
r
epro
d
uced
b
y
th
e
regi
m
e
.
H
e
i
s
s
o
m
e
o
n
e
who
p
r
ov
ides
t
he
w
ay
f
or
p
u
b
l
i
c
h
earin
g
;
i
n
a
dd
it
io
n
,
he
t
each
es
h
is
s
tu
dent
s
ho
w
to
r
esi
s
t
d
o
min
a
ti
on.
O
n
the
ot
her
si
d
e
,
a
s
t
ud
ent
in
t
his
s
c
ho
ol
w
il
l
not
b
e
d
o
mi
na
ted
by
t
he
r
egi
m
e
by
m
ean
s
of
i
t
s
essential
to
ols
as
p
ro
be
a
nd
q
u
e
stio
nin
g
.
A
stud
ent
has
b
een
t
aug
h
t
to
h
e
ar
e
v
e
ryon
e
regard
less
o
f
race,
r
el
ig
ion
an
d
s
o
ci
al
c
l
a
ss
.
Fi
nally,
this
p
a
per
p
r
op
oses
app
l
y
i
ng
t
hese
i
d
e
a
s
f
or
e
ducat
io
nal
sy
st
e
m
s
inform
al
a
nd
o
p
e
ra
tio
n
al
way
s.
K
eyw
ord
s
:
C
r
itica
l
sch
o
o
l
C
r
itica
l
t
he
oris
t
s
Em
anci
pat
i
o
n
Tea
c
her
-
st
ud
e
n
t
rela
t
i
o
n
s
h
ip
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
A
kbar
S
a
lehi
P
h
il
os
oph
y
of
E
d
u
c
a
t
i
on
D
e
p
a
rtme
nt
,
Khar
azm
i Univer
si
ty,
N
o
46
K
h
ag
ha
ni
R
oa
d,
D
a
r
va
z
h
D
ol
lat,
T
ehr
a
n, Iran.
Em
ail:
sa
le
hi
h
i
dj
i
2
@
y
a
h
o
o
.c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
Cri
tica
l
t
heor
y
has
a
br
oa
d
hist
ory
w
h
ic
h
a
d
dressi
ng
i
t
i
n
i
n
tr
o
d
u
c
t
i
on
i
sn’t
p
o
s
si
bl
e
,
but
o
vera
l
l
f
o
r
th
i
s
p
h
ilos
o
ph
i
cal
t
heory
ca
n
con
s
ide
r
t
he
e
a
r
ly
a
n
d
s
e
c
o
nd
ary
p
h
i
l
o
so
phe
rs.
in
t
he
f
irs
t
c
ateg
ory
a
tte
n
t
io
n
t
o
the M
a
rk’s
t
he
ory
is foc
use
d
,
bu
t
rec
e
n
t
c
ate
gor
y
has had
a
spe
c
i
al
a
t
t
e
n
tio
n
to
t
he
c
ul
tur
e
a
nd
ove
ra
ll
w
e
c
an
kn
ow
e
lde
r
s
su
c
h
a
s
A
d
e
r
n
o
,
H
o
rkha
ym
r
,
Marc
use
,
H
a
ber
m
a
s
a
s
p
rom
i
nent
r
epresenta
t
iv
es
o
f
first
category
[
1
] (f
or
m
ore s
t
udy) see
[2]
and
from
r
ece
nt
ca
t
eg
ory w
h
i
c
h has
a
ls
o s
p
ec
i
a
l
a
t
te
nt
i
o
n
t
o
educ
a
t
ion ca
n no
te to
the w
o
rk
s
of fa
m
ous Bra
z
i
l
i
a
n
t
ra
i
n
e
r
P
aul
o
freire
a
nd
pe
o
p
l
e
s
uch as A
p
p
e
l
, M
c
Lare
n, G
irou
x, …
a
nd o
t
hers
w
hom
a
re
c
ount
e
d
a
s
fol
l
ow
e
r
a
nd
e
xpa
n
d
e
r
of
t
h
i
s
as
pe
ct
o
f
th
o
ug
h
t
o
f
c
r
it
i
c
al
t
h
i
nk
er
.
Whe
t
he
r
t
h
is
r
e
cen
t
ca
t
e
g
o
ry
h
as
d
i
f
fere
nces
[
3]c
l
aims
i
t
d
o
es
n
o
t
i
nc
lu
de
a
hom
o
g
e
n
e
ou
s
se
t
o
f
t
hough
ts
b
u
t
i
t
s
c
ommo
n
goa
l
is
s
t
r
en
gt
hen
i
n
g
t
he
w
e
a
k
a
nd
ov
er
co
ming
in
e
q
ual
i
ties
an
d
inj
u
s
t
ic
es
[
4].
on
th
e
ot
her
ha
n
d
,
b
o
t
h
ca
t
e
g
o
ries
o
f
t
h
ese
t
h
i
nke
rs
a
re
postm
o
d
ern
a
nd
a
s
[
2]
n
o
t
e
d
m
o
st
e
ff
o
r
t
of
p
ost
m
od
e
r
ni
sm
i
s
d
e
co
ns
t
r
u
c
t
i
on
from
m
oder
n
it
y.
The
m
a
in
goa
l
of
t
h
i
s
art
i
c
l
e
i
s
a
nal
y
s
i
s
of
s
ome
m
o
st
f
a
m
o
u
s
t
ho
ug
h
t
s
o
f
r
ec
ent
c
a
t
eg
or
y
abo
u
t
u
n
d
er
sta
n
d
i
ng
t
he
r
ela
t
i
o
n
betwe
e
n
t
ea
cher
a
n
d
s
tu
den
t
i
n
v
iew
of
t
hi
s
t
h
i
n
ke
r
s
(
sec
o
n
d
c
a
t
e
gor
y)
b
e
ca
use
th
e
wri
t
e
r
b
e
li
e
v
e
s
t
h
a
t
we
c
an
p
ay
t
o
co
rol
l
ary
an
d
e
x
tra
c
t
i
o
n
o
f
prop
os
i
t
i
ons
w
h
i
c
h
c
an
d
r
a
w
idea
l
o
f
t
h
i
s
rela
ti
on
a
nd
a
t
t
he
e
n
d
t
he
c
r
i
t
i
ca
l
sc
h
o
o
l
f
ra
me
w
o
rks
w
i
th
r
evie
w
s
a
nd
w
i
de
e
ntry
o
f
re
cent
ca
t
e
g
o
ry i
n e
d
ucat
i
on.
A
s
O
z
m
en
a
nd
K
r
a
v
er
b
eli
e
ve
e
d
u
ca
t
i
on
h
as
e
xper
i
e
n
c
e
d
p
o
stm
oder
n
scrut
i
nize
s
and
the
m
o
st
em
pow
er
i
n
g
fa
ns
o
f
tha
t
w
ere
the
crit
ica
l
t
he
or
y
fol
l
o
w
e
r
s
a
n
d
be
l
i
e
v
e
postm
o
d
ern’
s
t
hou
gh
t
un
de
rst
o
o
d
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
13
- 3
17
31
4
crit
ica
l
i
n
cu
l
t
ur
e
a
nd
ac
h
i
e
v
e
t
h
is
t
ha
t
ne
v
e
r
can
u
se
c
u
l
t
u
ra
l
t
r
a
d
i
tio
n
o
r
s
in
gl
e
w
a
y
o
f
t
hi
n
k
in
g
as
a
m
eta
narr
ati
v
e –
un
ive
r
sal so
u
nd f
o
r a
l
l
huma
n
ex
p
e
r
ie
nce
[4]
.
I
t
’
s
u
n
l
i
k
e
l
y
t
h
at
c
ri
t
i
c
a
l
s
c
h
o
o
l
ke
yw
ord
i
n
t
his
resea
r
ch
s
ee
m
a
m
b
i
g
uous
a
n
d
it
m
e
n
t
i
o
n
s
t
o
t
w
o
th
ing
s
b
ut
our
goa
l
w
a
s
exa
c
tl
y
b
o
t
h
m
eani
n
gs,
a
t
f
irs
t
m
ea
ni
n
g
o
f
t
h
i
s
k
e
y
w
o
r
d
m
e
n
t
i
o
n
s
m
o
r
e
t
o
t
h
e
ph
ilo
so
p
h
ers
tho
u
g
h
t
w
hic
h
i
n
a
o
n
e
me
an
in
g
a
r
e
ne
o-M
a
r
x
i
s
t
a
n
d
a
re
f
rom
the
f
o
llowers
of
t
he
F
rankfurt
S
c
hoo
l
a
n
d
i
n
t
he
i
r
w
or
k
s
e
ve
ryo
n
e
has
ana
l
yse
s
e
duc
at
i
o
n
a
n
d
i
ts
k
now
l
e
dge
a
s
p
a
rt
o
f
a
soc
i
e
t
y
c
u
l
t
u
r
e
b
u
t
in
s
e
c
o
nd
m
e
a
n
i
ng
t
h
e
p
u
rp
o
s
e
of
t
his
ke
yw
ord
is
t
he
s
c
h
o
o
l
sa
m
e
as
a
p
la
ce
to
s
tu
d
y
f
rom
t
h
is
a
n
g
l
e
crit
ical
sc
ho
ol
m
e
n
ti
on
s
th
e
p
l
ac
e
w
h
ere
is
d
if
fe
re
nt
f
ro
m
th
e
no
rmal
s
c
h
o
o
l
,
onl
y
pl
ac
e
fo
r
edu
c
a
tio
n
.
i
n
t
h
i
s
s
c
hoo
l
,
conc
e
p
ts s
uc
h a
s
free
dom
o
f dom
i
n
a
tio
n,
n
o
n
-r
acism
, atte
n
tio
n t
o
dif
f
er
en
ce
s
,
r
es
or
t
to
l
is
te
n
to
al
l
v
oi
c
e
s
an
d
umbe
l
life
r
ous
f
or
a
l
l
c
u
lture
s
and
a
voi
d
r
e
ificat
i
on
ar
e
c
o
n
s
i
d
ere
d
m
ain
g
o
al
s
whic
h
sc
h
o
o
l
w
an
ts
t
o
re
a
l
i
z
e
some
of
them
and
av
o
i
d
s
s
ome
of
o
t
h
er.
2.
CRITI
CA
L
TEACHE
R
C
HARACTE
R
IST
I
CS
F
r
eir
e
know
s the
tra
d
iti
o
n
a
l
e
duca
t
io
n tea
c
h
e
r
as a know
l
e
dge t
ra
ns
fer
an
d t
h
e
st
u
d
en
t a
s
an ac
cep
t
o
r
[
5
].
h
e
n
a
me
s
b
a
nki
ng
c
on
cep
t
of
e
du
c
a
ti
on
i
n
b
a
s
e
of
t
hi
s
t
y
p
e
o
f
r
e
la
ti
o
n
a
n
d
c
ri
tic
iz
es
it
to
o
har
d
.
H
e
ym
an
[6]
q
u
o
te
d
fro
m
F
re
i
r
e
t
h
a
t
t
hi
s
ap
pr
oac
h
i
n
e
d
uca
t
i
o
n
a
r
e
as
c
ons
i
d
eri
ng
em
p
t
y
sh
ip
s
of
s
tude
n
t
s
tha
t
a
re
ac
cum
u
la
t
e
d
b
y
k
n
o
w
l
e
dge
b
u
t
t
he
a
b
ili
t
y
o
f
c
r
i
tic
a
l
t
h
i
nk
ing
i
s
w
i
thdrawn
fro
m
t
h
em.
S
u
c
h
a
n
obj
e
c
tiv
e
l
o
o
k
a
t
t
h
e
k
nowl
e
dg
e
l
e
a
d
s
to
s
e
e
in
g
wo
rld
fi
x
e
d
[7
].
I
n
su
c
h
s
i
t
u
a
tio
n
t
h
e
s
t
ude
n
t
o
n
l
y
is
e
x
p
e
c
t
ed
t
o
a
dop
t
herse
l
f
w
i
t
h
e
x
i
sti
n
g
si
t
u
at
i
o
n
.
G
i
r
oux
a
n
d
McLa
ren
(see
,
[6])
c
o
n
s
i
d
e
r
t
hi
s
a
p
proac
h
o
f
ba
nk
i
ng
to
e
d
u
c
a
t
i
o
n
the
r
e
s
u
lt
o
f
p
r
o
d
u
c
t
i
o
n
o
f
k
now
le
dge
o
nl
y
i
n
t
ho
u
ght
o
f
te
ac
he
r,
t
rai
n
er,
t
h
eo
re
ti
ci
a
n
a
nd
t
h
e
y
b
e
l
i
e
v
e
t
h
at
there
is
n’t an
y
new
s
of c
h
a
l
l
e
ng
ing
an
d i
n
t
e
ra
cti
v
e a
n
d cr
iti
ca
l di
sc
us
si
o
n
s
.
Ac
cordi
n
g to abo
ve t
o
p
ic
s an
d imp
o
rte
d
cr
i
t
i
ci
sm,
w
e
can say br
ie
fly th
i
n
kers of th
is
s
c
h
oo
l va
l
u
e
t
o
the
pr
oce
s
s
of
p
ro
duc
i
n
g
kn
ow
le
d
g
e
w
h
ic
h
i
s
t
he
r
esu
l
t
of
d
isc
u
ss
i
o
n
a
n
d
cri
t
i
c
al
d
ial
o
gue
s
t
h
a
t
c
on
t
a
in
s
cha
lle
ng
i
n
g dis
c
uss
i
o
n
s an
d th
e
i
r
g
o
a
l
in th
i
s
proce
ss
is tha
t
t
e
ac
h
e
r
and
st
ud
ent
a
r
e
onl
y
t
r
an
sf
e
r
a
nd
s
t
u
den
t
s
a
r
en
’t
o
nl
y
ac
cep
t
o
r o
f
kn
o
w
l
e
d
g
e
b
ut
a
l
s
o
pa
rt
i
c
i
p
at
es
unde
n
i
a
b
l
e
in
p
rod
u
ct
i
on pr
oce
ss.
I
n
t
h
i
s
re
gar
d
,
t
h
e
s
e
t
h
in
ker
s
e
xpec
t
t
o
ha
ve
cer
t
a
i
n
e
x
p
ec
ta
t
i
on
s
of
t
h
e
c
l
a
s
s
ro
o
m
a
s
Gi
ro
ux
k
no
ws
t
h
e
c
l
a
ssroo
m
a
s
r
a
d
i
c
al
p
la
ce
w
h
e
re
h
a
s
m
o
s
t
pot
ent
i
a
l
.
Fl
o
r
en
c
e
[
8
]
t
o
a
c
h
ieve
t
he
n
ew
d
e
m
oc
ratic
com
m
uni
t
y
a
l
s
o
k
n
o
w
s
t
he
r
ol
e
of
t
e
a
c
h
e
r’s
l
ow
b
u
t
e
sse
n
tia
l
an
d
vi
t
a
l
crit
ical
t
e
a
c
h
e
r
does
n
’t
n
ote
on
ly
t
o
the
as
pec
t
s
of
o
b
j
ec
ti
ve
a
nd
e
xper
i
m
e
nta
l
k
n
o
w
l
e
dge
acc
or
di
n
g
t
o
the
bas
i
cs
o
f
new
less
on
pro
g
ram
bu
t
a
l
s
o
exp
l
ores
a
spec
t
s
o
f
i
t
w
hic
h
c
a
u
se
c
ri
ti
c
a
l
u
n
d
er
st
a
n
din
g
a
nd
f
ree
d
om.
on
the
o
t
her
h
a
nd,
h
e
fo
l
l
ow
s
mor
e
bas
i
s
q
u
esti
on,
q
ue
s
t
i
o
n
l
i
k
e
t
h
i
s
“
w
hy
must
t
hi
s
kn
ow
le
d
g
e
be
lear
n
i
ng
?
”
m
ore
tha
n
f
ol
lows
k
n
o
wl
edg
e
gat
h
er
in
g
an
d
class
i
fica
ti
o
n
a
nd
a
s
G
iro
u
x
[
9]
s
ays,
h
e
m
a
ke
s
t
he
c
o
n
n
ec
tio
n
be
tw
ee
n
f
acts
an
d
va
l
u
e
s
s
o
doe
sn’t
n
o
t
e
t
o
t
he
e
x
p
e
r
ime
n
t
a
l
as
pec
t
o
f
kn
ow
le
dge
a
nd
re
prov
es
t
h
e
t
ra
d
i
t
i
o
n
a
l
le
sso
n
pr
ogram
w
hi
c
h
doe
sn’t
c
h
o
o
se
t
his
pr
oc
ed
ure
a
n
d
li
ke
a
s
H
o
w
w
ard
Zi
nn
c
l
a
i
m
s
t
h
i
s
w
o
r
k
i
s
a
s
d
r
a
w
i
n
g
m
a
p
w
i
t
h
a
l
l
t
h
e
deta
i
l
s o
n
the
g
rou
nd.
T
e
a
c
h
e
r
e
v
a
l
u
a
t
i
o
n
i
n
l
i
t
e
r
a
t
u
r
e
o
f
t
h
i
s
s
c
h
o
o
l
a
n
d
i
d
e
a
l
d
r
a
w
i
ng
of
t
h
i
s
r
o
l
e
a
lso
re
l
a
te
t
o
con
s
i
d
eri
ng
so
m
e
p
oi
n
t
s.
F
irst
a
t
eac
her
c
a
n
p
la
y
t
h
e
ro
le
o
f
c
ri
tic
al
t
ea
cher
p
er
fec
t
w
hen
hi
m
se
l
f
h
as
ma
ximum
par
t
ic
ipa
t
i
o
n
w
i
t
h
m
anage
m
e
n
t
i
n
a
c
t
i
v
ities
of
s
c
h
o
o
l
i
nc
l
u
d
i
ng
dec
i
si
o
n
s
on
adm
i
n
i
s
t
rat
i
ve
matt
ers,
l
esson
progr
a
m
,
c
lass.
H
e/she
d
o
es
not
h
ave
o
n
l
y
t
he
s
e
n
se
o
f
o
p
e
ra
t
o
r
but
s
h
oul
d
se
e
hi
s
ro
l
e
i
n
ma
kin
g
d
e
c
i
s
ion
c
l
e
a
r
[10]
.
McLa
ren
[1
1
]
b
e
l
i
e
ves
tha
t
c
ritic
al
t
r
a
i
n
e
r
s
have
t
he
a
bi
lit
y
of
i
de
n
t
i
f
y
i
n
g
st
r
u
c
t
ures an
d
form
a
l proc
es
s
e
s
e
.
g.
s
tr
uctur
e
of
s
c
h
o
o
l
s
an
d
t
he
r
ul
e
s
of s
t
a
n
dards tha
t
l
e
a
rni
ng sit
u
a
t
io
ns an
d
in
form
al
s
truc
ture
s
w
h
ic
h
s
e
t
u
p
s
tu
d
e
nts
.
T
his
tea
c
her
as
s
a
i
d
b
e
f
o
r
e
doe
sn’
t
l
oo
k
p
o
sit
i
v
e
l
y
t
o
t
he
Me
ta-na
rra
t
i
ve
a
nd
t
h
em
b
e
l
i
e
f
an
d
t
e
ac
he
s
his
stu
d
e
n
ts
how
l
o
o
ks
c
rit
i
c
a
l
l
y
t
o
t
h
e
m
e
tana
rra
t
i
ve
s
an
d
ana
l
ys
is t
hem
.
O
n
t
he
o
ther
h
and,
h
e
is
a
n
o
ngo
in
g
s
t
u
d
y
,
a
n
al
ysis
a
nd
e
x
p
l
a
n
a
t
i
on
t
e
ac
he
r.
H
e
se
es
t
he
d
i
f
fere
nce
s
w
e
ll
a
n
d
w
a
nts
t
o
p
lay
h
i
s
ro
l
e
i
n
c
l
a
ss
a
n
d
s
o
cie
t
y
in
o
rder
t
o
a
c
h
i
ev
e
so
cial
j
u
s
t
i
c
e,
e
l
i
m
i
n
at
e
di
sc
ri
mi
nat
i
o
n
very
w
ell.
A
n
o
t
h
er
p
o
i
nt
w
h
i
ch
m
us
t
be
k
now
n
a
b
ou
t
cr
i
t
ica
l
t
ea
c
h
e
r
i
s
t
h
at
h
e
al
way
s
i
n
j
e
c
t
s
h
o
p
e
t
o
h
i
s
classro
o
m
tha
t
m
ea
ns
c
ri
t
i
c
i
s
m
a
nd
dem
o
nstra
tin
g
t
h
e
s
h
o
r
tcomi
n
gs
d
on’t
b
l
ow
p
ass
i
ve
m
ood
i
n
him
s
elf
a
n
d
hi
s
st
ude
n
t
s
b
u
t
u
nl
i
k
e
he
a
lw
ays
seeks
to
a
c
h
ie
ve
a
p
ore
fo
r
r
ealizin
g
his
w
i
she
s
on
the
o
t
he
r
ha
nd
he
k
n
o
w
s
the
r
e
la
ti
o
n
be
t
w
e
en
c
urre
n
t
s
ta
tus a
n
d
h
i
s
co
ns
i
d
e
r
ed
ut
opi
a
v
er
y
w
e
ll a
n
d th
is
n
ee
ds
a
l
esso
n pro
g
ra
m w
h
ic
h
in
vol
ves
lear
n
e
r
for
ac
hie
v
in
g
the
i
r
w
i
she
s
w
ith
c
urr
e
n
t
i
s
s
ues
a
n
d
at
t
h
e
s
ame
t
i
m
e
al
so
c
h
e
ers
th
em
[
1
2
]
C
r
itica
l
t
e
a
c
h
e
r
p
ays
s
p
ec
i
a
l
atte
n
t
i
o
n
to
t
he
c
ul
t
u
re
a
n
d
i
t
s
e
ffe
c
t
s
i
n
h
u
m
an
l
ife
a
n
d
a
l
s
o
it
c
a
n
b
e
f
o
und
in
crit
ica
l
l
e
sson
pro
g
ra
m.
Re
c
o
n
s
t
r
u
c
t
i
on
i
s
a
lso
on
e
of
t
a
s
k
s
t
h
a
t
c
r
iti
c
a
l
t
ea
ch
er
c
on
si
de
rs
f
or
h
im
se
lf.
H
e
doe
s
rec
onstruc
tio
n
in
t
e
x
t,
o
n
t
h
e
othe
r
ha
nd,
a
l
t
h
o
ugh
he
d
oes
no
t
for
g
e
t
t
he
t
ra
d
i
t
i
ona
l
k
n
o
w
l
e
dge
b
ut
h
e
pays
t
o
t
h
is
s
ub
jec
t
tha
t
h
ow
t
e
x
t
s
h
ape
s
o
ur
d
iffe
rent
i
dea
s
a
n
d
b
ri
ngs
t
he
pow
e
r
i
n
pa
rts
of
c
omm
uni
ty
a
nd
re
duces
d
ow
n
ot
h
e
r
parts t
o
t
he
p
os
iti
on o
f
fo
l
l
o
w
e
rs
[
4].
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
e
acher a
nd
st
u
d
e
n
t
in
t
e
r
a
c
tions an
d ch
ara
c
ter
i
stic
s from
cri
t
i
c
a
l
the
o
r
i
s
t
s
sc
hoo
l (Akb
ar
sa
leh
i
)
31
5
To
pics
i
n
t
h
i
s
s
pee
c
h
p
art
l
y
p
ro
pel
m
i
nd
to
t
h
i
s
d
i
re
ct
ion
tha
t
c
r
itica
l
s
c
h
o
o
l
t
op
i
c
s
are
d
r
y
an
d
fre
e
o
f
a
ff
ec
tio
n
a
n
d
fe
e
l
in
g
but
t
h
i
s
i
s
a
w
ro
ng
lo
ok
,
i
n
t
h
e
l
i
t
e
r
a
t
u
r
e
of
t
hi
s
sc
hoo
l
,
l
ov
e
an
d
hop
e
h
a
v
e
s
t
r
ong
me
anin
g
an
d
a
r
e
consi
d
ere
d
a
s
the
basic
c
o
mpo
n
e
n
t
s
o
f
re
aliza
t
i
o
n
o
f
w
i
s
h
es
.
[3]
Th
e
lo
ve
i
n
the
F
r
e
i
r
e
th
oug
h
t
a
s
p
o
w
e
r
o
f
lo
ve,
i
n
tro
duc
e
d
a
s
:
”
som
e
th
ing
t
h
at
m
ake
s
F
r
eir
e
d
iff
e
rent
f
r
o
m
other
l
e
fti
s
t
trainer
s
i
s
hi
s
em
phas
i
s
on
l
o
ve
,
in
h
is
o
p
i
n
i
on,
l
o
v
e
i
s
t
he
m
o
s
t
im
p
o
rta
n
t
co
mp
on
en
t
o
f
t
al
ki
ng
a
n
d
on
e
of
re
q
u
i
r
emen
t
s
o
f
li
b
e
ra
t
i
ng
e
d
u
cati
o
n
“
.
H
e
n
a
m
e
s
l
ov
e
i
n
F
rei
r
e
t
h
o
u
g
h
t
a
s
re
vol
ut
i
on
lo
ve
w
h
i
ch
h
a
s
com
m
itm
en
t a
n
d
l
o
y
a
l
t
y
fea
t
u
r
e
for a
uni
ve
r
s
a
l
libe
r
at
io
n pro
j
e
ct.
3.
INT
E
RACTIO
N
AN
D CHARACTE
R
IST
I
ES
O
F
CRI
TITICAL STUDENT
Zy
ng
ier
[13]
c
onsi
d
er
s
in
tera
ctio
ns
a
n
d
c
har
acter
ist
i
cs
o
f
st
ud
e
n
ts
e
ffe
ct
i
v
e
in
t
he
ir
l
e
a
rni
ng
rate
a
n
d
raises
t
hre
e
f
o
c
use
d
q
ues
tio
n
s
a
bo
u
t
a
xi
o
l
o
gy:
w
ha
t
is
t
he
m
ost
v
a
l
ua
bl
e
conce
p
t
o
f
i
n
t
er
acti
o
n
?
W
ha
t
i
s
t
h
e
goa
l
o
f
t
his
i
n
t
e
ra
cti
on
an
d
w
ho
i
t
s
r
eal
b
e
n
efic
i
a
ries
?
A
n
d
a
t
l
a
s
t
how
c
a
n
w
e
see
stu
d
e
nt
i
n
d
i
sc
uss
i
on
o
f
soc
i
al j
us
tic
e
and a
l
so
i
n
l
e
a
d
i
ng sc
ie
nt
ific
a
c
h
i
e
vem
e
n
t
s w
i
t
h
ac
tiva
tin
g h
i
m
?
A
c
c
o
rdi
n
g
to
i
t
,
stu
de
nt
in
t
er
act s
h
o
u
l
d be
e
s
p
ecia
l
imp
orta
nc
e
here
[14]
.
h
e
k
nows tha
t he isn’
t
o
nly a
c
cept
o
r
and
he le
a
r
n
w
hat i
s
the
g
oa
l of
l
ear
n
i
ng
an
d
w
h
a
t
h
el
ps h
is
/h
er
l
ear
ned f
o
r a
c
hiev
in
g h
i
s
/
he
r w
i
she
s
.
Cri
tica
l
s
c
h
oo
l
stude
nt
l
e
a
rns
to
u
se
d
ia
le
c
tic
i
n
line
of
e
n
l
i
ght
en
ment
.
wit
h
t
h
i
s
lo
ok
h
e
l
e
arn
s
a
n
d
ac
cept
s
t
hat
while
h
e
s
hows
stam
i
n
a
i
n
t
he
f
ac
e
of
t
he
p
r
e
vai
l
i
ng
t
ho
ugh
ts
i
n
gov
e
r
n
m
e
n
t
b
u
t
a
l
so
h
e
sh
oul
d
be rea
d
y
to
he
a
r
the ta
l
k
s
fro
m
differe
n
t
lan
gua
ges a
n
d c
u
l
t
ur
e
s
a
n
d
a
n
a
l
yse
s
t
hem
a
n
d
s
u
rre
nders t
o t
op ide
a
s
and
i
t
’s
obv
i
o
u
s
t
ha
t
th
is
i
sn’t
s
urre
n
d
ers,
pur
e
per
e
m
p
tor
y
a
c
c
e
pt
ance
b
ut
i
t’s
a
n
a
c
c
e
p
t
a
nc
e
by
t
h
oug
h
t
a
n
d
th
ink
i
ng a
n
d
y
e
t r
e
dee
m
e
r
.
S
o
, it c
a
n
be sa
i
d s
t
u
d
e
n
t
l
e
arn
s
to
n
o
t
sh
o
w
s
p
ec
ia
l te
na
ci
ty
i
n e
n
tra
n
c
i
n
g
t
o n
o
v
el
a
n
d
n
e
w
and
ev
e
n
o
ld
a
n
d
l
ost
t
hou
ght
s
bu
t
in
st
ea
d
of
t
hi
s
w
h
e
n
h
e
mu
st
j
u
d
g
e
a
nd
c
h
o
o
s
e
t
h
e
b
e
st
,
G
i
roux
[9]
[8]
no
tes
tha
t
c
ri
t
i
c
a
l
e
duc
ati
o
n
sh
o
u
l
d
n
’
t
be
c
o
n
fuse
d
w
i
t
h
s
e
l
f
-i
ndul
g
e
n
c
e
.
I
n
d
i
v
idu
a
l
an
d
so
c
i
al
n
e
e
d
s
sho
u
l
d
b
e
le
d
to
t
he
e
ma
nc
i
p
ati
on.
M
a
ybe
o
ne
t
h
i
n
g
t
hat
ma
kes
t
hi
s
c
o
u
r
se
a
nd
pass
in
g
i
t
e
as
ies
t
i
s
t
h
e
l
o
v
e
tha
t
i
t w
a
s
note
d
by
F
r
e
i
r
e
.
A
c
cordi
n
g
to
t
he
f
r
o
n
t
i
e
r
e
d
uc
ati
o
n
of
G
iro
ux,
F
i
l
i
p
s
[15]
b
e
l
i
ev
es
w
h
e
n
stu
d
e
nt
w
ant
s
t
o
re
se
arc
h
abo
u
t
a
p
ro
b
l
e
m
,
he
s
h
o
u
l
d
stud
y
c
o
nfirm
e
d
ca
se
s
of
r
e
s
e
a
rc
h
a
n
d
als
o
r
ejec
tio
n
c
a
se
o
f
it
a
n
d
j
u
d
g
es
betw
ee
n them
a
nd m
a
kes
ch
o
i
ce.
I
t
i
s
suc
h
a
t
tit
ude
t
ha
t
it
sel
f
p
re
ve
n
t
s
do
g
m
a
t
ism
an
d
u
n
i
l
a
t
er
a
lism
cr
i
t
ica
l
s
t
ude
n
t
i
n
in
t
e
rac
t
ing
wi
t
h
h
i
s
t
e
ach
er
l
ea
rn
s
t
h
a
t
a
l
w
ay
s
k
eep
s
awa
y
f
ro
m
t
w
o
po
l
e
s
a
n
d
s
h
o
u
l
d
be
b
e
t
w
e
e
n
t
hem
is
r
eific
a
t
i
on
a
n
d
ano
t
her is
d
og
m
a
tism
.first
p
ole
is
t
he resu
l
t
of
d
om
ina
t
i
o
n
a
n
d
r
a
ises his a
ud
i
e
nce fr
om vari
ous
H
un
ga
rian in
fron
t
o
f
v
a
l
ues
a
nd
c
u
lt
ure
of
b
e
s
t
syste
m
p
a
ssi
vel
y
a
n
d
w
o
n
’t
fol
l
o
w
som
e
th
i
ng
for
h
i
m
e
xpec
t
d
ev
o
tio
n
an
d
pass
iv
ity
b
ut
w
he
n
sec
o
n
d
po
le
w
i
l
l
be
a
c
h
i
e
ve
d
t
h
a
t
a
u
d
ie
nce,
h
i
mse
l
f
is
o
f
t
h
e
rul
i
ng
c
l
a
ss
or
h
o
w
ev
er
h
e
was
b
e
ca
me
o
n
e
o
f
t
h
e
m
a
nd
b
e
c
au
s
e
o
f
th
e
e
ffe
c
t
o
f
dog
ma
tic
p
ol
e
h
e
c
l
o
ses
a
l
l
way
s
i
n
fro
nt
o
f
any
ta
l
k
i
ng
a
nd
th
ou
g
h
t
a
nd
he
k
n
o
w
s
t
he
t
ho
u
g
h
t
w
h
i
c
h
i
s
d
o
m
i
n
at
e
d
o
n
hi
m
wel
l
a
nd
t
hi
s
i
s
w
h
e
re
h
e
i
s
ca
ptur
ed b
y
d
ogm
ati
s
m.
B
y
t
he
s
a
m
e
is
t
a
l
ke
d,
acc
ord
i
n
g
t
o
Ba
x
t
e
r
M
a
gol
da
,
M
a
g
o
lda
,
P
e
t
e
r
[
1
6
]
q
u
o
t
e
s
:
f
o
r
b
e
i
n
g
a
w
a
r
e
o
f
ot
hers
a
n
d
t
hei
r
p
roblem
s
i
t
’s
n
e
c
e
s
sa
ry
t
o
loo
k
a
t
t
h
e
i
s
su
e
f
rom
the
an
gle
of
t
he
ir
v
i
e
w
and
i
t
c
a
n
b
e
a
n
op
p
o
rt
uni
ty f
or de
e
p un
de
rst
a
nd
ing
o
f
o
ther
s
and
i
n
c
r
ea
s
i
n
g
pat
i
e
n
c
e a
n
d
pre
v
ent
i
ng
d
ogma
t
i
s
m.
A
l
t
h
o
u
gh
cr
it
i
c
a
l
s
ch
o
o
l
s
t
ud
e
n
t
fo
l
l
ow
s
ac
qu
iri
n
g
k
now
l
e
dge
b
u
t
al
way
s
c
on
si
d
e
rs
t
ha
t
hi
s
t
a
ki
ng
kn
ow
le
d
g
e i
s
n
’
t pass
iv
e
l
y
an
d he d
oes
n
’t
a
c
t
p
a
ssi
vel
y
a
ga
in
st
lea
r
ne
d k
now
l
e
dge bu
t
he
use
s
k
now
led
g
e an
d
eve
r
y
t
hi
ng
w
h
i
c
h
lear
n
s
a
n
d
r
e
s
erve
s,
f
or
r
e
a
liza
t
i
on
of
s
o
c
ia
l
j
ustic
e
a
n
d
becom
i
n
g
t
o
ac
t
a
nd
e
lim
ina
t
i
o
n
o
f
di
sc
rimina
t
i
o
n
s
a
n
d
c
o
n
t
r
ad
i
c
tio
ns.
H
e
nc
e,
w
e
c
a
n
sa
y
cri
t
i
c
a
l
stud
ent
ha
s
rev
o
l
u
tio
na
ry
s
pi
ri
t
so
h
e
d
o
e
sn
’t
take
p
o
l
i
t
i
ca
l
and i
d
e
o
l
o
gi
cal
b
o
u
nda
r
i
es a
s
hard
a
n
d
p
ermane
nt
b
oun
da
ri
es.
G
i
rou
x
[
1
0
]
w
h
i
l
e
says
a
b
o
u
t
be
in
g
be
nefic
i
a
r
y
of
s
t
ude
n
t
s
als
o
n
otes
t
h
i
s
p
o
i
n
t
tha
t
o
pp
ort
uni
ty
f
or
go
ing
be
y
o
n
d
of p
o
lit
ica
l
a
n
d
ide
o
l
o
g
i
ca
l
b
o
unda
ries s
ho
u
l
d be
provided for him
.
Gi
ro
ux
(
qu
ot
ed
fro
m
He
yma
n
)
[6]
c
a
l
l
s
c
i
t
i
zen
s
as
s
oc
ia
l
pl
a
y
er
s,
h
e
says
w
e
shouldn’t
suff
i
c
e
to
gi
vin
g
l
ec
ture
a
nd
l
i
k
e
i
t
b
ut
w
e
sh
ou
l
d
p
rac
tice
kn
ow
le
dge
,
sk
ill,
h
abi
t
s
of
c
rit
i
c
a
l
c
itiz
e
n
act
i
v
el
y
i
n
classro
o
m
.
H
e
y
m
a
n
[6]
kn
ow
s
t
h
e
crit
ica
l
e
duca
t
i
o
n
as
t
re
atme
n
t
o
f
s
t
ud
e
n
t
s
t
ha
t
t
h
ey
a
re
o
n
l
y
u
s
e
r
s
of
kn
ow
le
d
g
e
u
n
til
n
o
w
an
d
afte
r
th
is
time
t
h
e
y
w
il
l
bec
o
me
e
ffe
c
t
ive
fact
ors
i
n
p
ro
d
u
ci
n
g
it
an
d
he
s
e
e
s
a
ll
t
h
is
proce
s
s
i
n
a
c
lass tha
t
G
irou
x c
a
ll
e
d
i
t “
v
ita
l
p
u
b
lic
s
pa
ce
“.
A
l
so,
pra
x
is
(
i
n
te
l
l
ec
tua
l
a
c
t
ion)
h
as
s
pec
i
a
l
a
nd
prom
i
n
e
n
t
p
o
sit
i
o
n
w
i
th
c
ompa
n
i
ons
o
f
crit
ica
l
sch
o
o
l
.
m
a
ybe
w
e
c
a
n
de
scribe
t
hi
s
ac
t
as
a
n
o
p
era
tio
n
t
h
at
s
t
u
den
t
a
n
d
e
ven
cr
it
ica
l
t
e
ache
r
c
onsi
d
er
i
t
for
bei
n
g w
i
se,
fa
i
r
ness ,
use
f
u
l
for p
ub
lic
be
f
or
e entr
y a
w
o
r
k
an
d
t
h
is i
s
itse
l
f a barr
i
e
r f
o
r p
r
even
ti
n
g
o
per
a
tio
ns
t
h
at
a
re
n
’
t
wi
sel
y
and
d
on
’t
ha
v
e
st
ro
ng
r
ea
so
n
a
bl
y
supp
o
r
t
al
s
o
i
t
sh
oul
d
b
e
not
e
d
w
h
e
n
s
p
eak
a
bou
t
refu
si
ng
g
o
v
e
rn
me
nt
a
nd
a
c
c
e
p
t
a
n
c
e
o
f
p
o
lit
i
cal
a
nd
i
d
eo
logi
c
a
l
b
o
und
ari
es
a
n
d
s
o
c
ial
c
l
asses
i
t
doe
s
n
’t
m
ea
n
tha
t
teac
her
an
d
stude
nt
o
f
t
h
is
s
c
h
ool
w
an
t
to
r
efuse
r
u
l
e
s
or
pul
l
in
g
th
e
socie
t
y
int
o
c
haos
by
u
n
f
ou
n
d
ed
c
h
al
l
e
n
g
es
but
i
t
mea
n
s
crit
ic
al
t
e
ach
e
r
a
nd
s
tud
e
nt
w
a
n
t
to
r
e
move
t
hese
i
ssues
a
nd
p
roblem
s
by
d
eep
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
13
- 3
17
31
6
th
ink
i
ng
a
nd
u
nder
s
tan
d
i
n
g
t
he
h
i
d
den
iss
u
es
w
hic
h
r
e
a
l
i
ze
t
h
e
do
mi
n
a
ti
on
s
l
o
w
l
y
[
17].
He
r
ea
l
l
y
not
e
s
t
o
mor
a
li
t
y
a
n
d
n
e
v
er
a
c
cepts t
h
a
t
h
e
use
d
eve
r
y to
o
l
for
ac
h
i
e
vin
g
to
t
hese
s
a
c
re
d idea
l
s
.
4.
CRITI
CA
L
S
C
HOOL PROPER
T
Y
Th
e
most
i
mport
a
nt
c
h
a
ra
ct
erist
i
c
s
o
f
c
rit
i
cal
t
ea
ch
er
a
n
d
s
t
u
d
e
n
t
s
w
il
l
be
e
xp
l
a
ine
d
b
ri
efly
t
he
n
w
e
s
h
o
u
l
d
a
d
d
r
e
s
s
t
h
i
s
i
s
s
u
e
t
h
a
t
t
h
e
s
e
c
a
n
’
t
a
c
h
i
e
v
e
s
u
c
c
e
s
s
a
l
o
n
e
b
u
t
a
l
s
o
sc
h
ool
e
nvi
ron
m
en
t
sho
u
ld
h
av
e
p
r
op
e
r
t
i
es
a
n
d
h
el
p
s
t
hi
s
in
t
e
ra
ct
i
o
n
.
A
pp
l
e
[
18
]
not
e
s
w
h
i
l
e
s
c
h
oo
l
s
c
la
i
m
t
he
d
e
m
oc
ra
tic
p
r
i
nc
ip
les
but
i
n
prac
t
i
c
e
i
s
i
n
v
o
lve
d
b
y
ma
rk
et
c
a
p
it
a
l
i
s
m
a
n
d
t
h
is
i
s
a
re
aso
n
t
h
at
b
e
cau
se
y
o
u
th
w
ill
l
ead
t
o
th
e
so
c
i
al
ine
q
ual
i
ties
an
d ge
n
d
ers
and i
n
j
u
s
tice
s
.
G
i
rou
x
[
1
0
]
be
li
e
v
es
t
hat
w
e
s
ho
u
l
d
n
o
t
c
onsi
d
er
s
ch
oo
l
i
n
g
a
s
a
c
l
o
se
d
sy
st
em.
But
unl
i
k
e
shoul
d
lo
ok
at
it
as
d
yna
mic
s
y
ste
m
a
nd
hap
p
e
n
in
g
sys
t
em
a
n
d
h
e
be
lie
v
e
t
h
at
t
h
i
s
proper
t
y
le
ads
tea
c
h
er
t
o
w
ards
cre
a
ti
vit
y
.
he
k
now
s
u
p
b
rin
g
i
ng
t
he
r
esu
l
t
o
f
g
a
t
h
e
r
i
ng pe
o
p
le
for disc
ussi
ng
que
s
tio
n
a
n
d
fin
d
i
n
g
a
n
sw
er
a
nd
als
o
h
e
know
s
the
re
l
a
t
i
o
n
s
h
i
p
b
etw
e
e
n
t
eac
her
an
d
m
a
na
g
e
rs
a
s
t
h
e
e
ffe
c
tive
fa
c
t
or
i
n
th
is
i
mp
orta
n
t
i
ss
ue
and
be
l
i
e
v
es
t
hat
b
o
th
t
h
i
s
tw
o
gro
u
p
s
m
u
st
h
ave
mut
u
al
u
nde
rst
and
i
ng
a
b
out
t
he
i
r
r
el
a
t
ion
s
hip
and
must
k
n
o
w
t
h
e
i
r
re
spo
n
s
i
b
ili
t
y
t
ow
a
r
ds
a
n
d
h
e
c
l
a
i
m
s
t
he
qua
l
i
t
y
of
t
h
i
s
relat
i
o
n
s
h
ip
r
e
l
ates
t
o
t
h
e
qua
lit
y
o
f
que
st
ions
a
nd
t
h
e
qua
lit
y
of
ope
n
n
ess
i
n
s
uc
h
que
s
t
i
ons
b
e
t
w
een
t
he
t
w
o
g
r
o
u
p
s
an
d
t
h
e
i
r
h
o
ne
s
t
y
and
w
ill
i
n
g
n
es
s[1
9
].
B
u
t
h
e
bel
i
e
v
es
t
ha
t
t
h
e
c
u
r
r
en
t
c
l
as
s
st
r
uc
t
u
re
d
oe
sn’t
p
ro
vi
de
s
uch
a
p
o
ss
ib
i
l
i
t
y
for
the
s
e
t
w
o
gro
u
p
s [2
0]
.
I
m
porta
nt
p
oi
nt
w
h
i
c
h
g
r
eat
t
rai
n
er
F
re
i
r
e
n
o
t
e
s
i
t
,
t
h
a
t
s
c
h
oo
l
isn’
t
se
pa
rate
d
a
n
d
iso
l
a
t
e
d
env
i
ro
nm
en
t
and
from
socie
t
y
(is
q
u
o
t
e
d
f
r
o
m
G
i
r
oux
1
981)
[
9].
it
m
e
a
ns
t
ha
t
sch
o
o
l
i
s
part
o
f
s
o
ci
e
t
y
a
n
d
i
t
’s
e
ffe
ct
iv
e
i
n
i
t
t
h
ere
i
s
s
uc
h
l
ooki
n
g
to
t
h
e
s
c
h
o
o
l
w
h
i
c
h
ca
n
w
o
rks
in
f
ra
me
w
o
rk
a
nd
d
e
s
i
g
n
of
c
rit
i
ca
l
sch
o
o
l
t
ha
t
its
goa
l
i
s
n’
t
o
n
l
y
trans
f
e
rrin
g
i
nform
a
ti
on.
G
i
r
ou
x
[21]
i
n
t
ro
duce
s
d
em
ocra
t
i
c
a
s
a
m
ora
l
i
de
a
l
sug
g
es
t
s
f
or
achie
v
i
n
g
free
d
om
,
e
quali
ty
,
frate
rnity
l
e
a
rni
n
g
s
ho
u
l
d
be
s
ha
pe
d
acc
ord
i
ng
t
o
e
th
ica
l
com
m
itm
en
t
to
t
he
e
thic
a
l
c
hal
l
e
nge
s
a
n
d
in
tro
d
u
ce
s
tud
e
nts
dee
p
u
nde
rstan
d
i
n
g
fro
m
t
he
i
r
w
ise
,
c
i
v
il
,
mor
a
l
r
o
l
e
a
s
a
broker
an
d
i
t
s
ho
uld
be
s
e
e
n
in
s
ch
o
o
l
les
s
on
p
r
o
g
r
a
m
.
s
o
f
r
o
m
t
h
i
s
v
i
e
w
s
c
h
o
o
l
w
i
l
l
b
e
a
place
f
or
j
u
s
t
i
c
e
r
ea
l
i
za
tio
n
and
tr
ack
i
ng
t
h
e
j
u
st
ice
de
m
a
nds
b
u
t
a
ls
o
w
e
s
ho
u
l
d
be
c
are
f
ul
a
b
o
u
t
t
hi
s
t
h
a
t
a
f
t
e
r
t
h
i
s
c
l
a
i
m
s
c
h
o
o
l
d
o
n
’
t
b
e
c
o
m
e
a
p
l
a
c
e
f
o
r
i
n
j
u
s
t
i
c
e
p
r
o
m
oti
o
n
b
u
t
a
s
G
irou
x
q
u
o
te
s
from
D
r
yad
:
i
t
i
s
p
o
s
s
i
bl
e
t
h
at
e
a
c
h
p
ro
f
e
ssion
a
n
d
i
ndu
st
ry
c
l
a
i
m
a
bo
ut
j
us
ti
c
e
one
d
a
y
w
ill
bec
o
me
t
he
a
xis
of
i
nj
us
ti
c
e
bec
a
u
s
e
of
t
h
i
s
view
s
c
h
ool
/u
ni
v
e
rsi
t
y
w
i
ll
becom
e
a
p
la
c
e
f
or
t
h
i
n
k
i
ng
(th
i
n
k
in
g
w
i
t
h
ou
t
c
o
n
d
i
tio
n
)
or
a
t
l
e
a
s
t
a
t
h
i
n
k
t
a
n
k
f
o
r
y
o
u
t
h
a
n
d
g
i
v
e
t
h
e
m
t
h
e
a
b
i
l
i
t
y
o
f
f
u
t
u
r
e
e
v
a
l
u
a
t
i
o
n
[
22].
H
e
y
m
an
[
6]
q
u
o
te
d
from
G
i
rou
x
t
ha
t
t
h
e
goa
l
o
f
c
r
itic
al
e
d
u
ca
ti
o
n
i
s
nurt
u
re
o
f
cr
i
t
ic
a
l
c
i
t
iz
e
n
s
w
hom
can
pow
e
r
on
the
i
r
life
on
t
h
e
ot
her
ha
nd
;
cri
tica
l
s
c
h
oo
l
i
s
s
am
e
as
d
em
ocra
t
i
c
sc
hoo
l.
T
he
s
choo
l
wh
i
c
h
th
e
c
iti
zen
s
are
n
u
r
t
u
re
d
i
n
i
t
th
at
di
ffe
re
nce
s
ar
e
i
m
porta
nt f
or them
and w
a
nt
t
o re
ach
a
gre
e
ment.
Th
is
s
ch
o
o
l
i
s
a
d
e
m
oc
ratic
s
cho
o
l
t
ha
t
ma
in
g
oa
ls
o
f
i
t
c
r
i
t
i
c
a
l
u
t
o
p
i
a
ed
uc
at
ion
[3]
the
y
n
am
e
t
h
is
sc
ho
ol
‘
p
e
rf
ecti
b
l
e
s
it
e
‘t
h
a
t
it
d
o
e
sn
’t
n
eed
d
e
nyi
ng
t
h
e
opp
o
sit
i
o
n
fo
r
re
a
l
i
z
atio
n
a
n
d
ma
k
i
ng
a
nd
i
n
th
e
s
e
ca
n
h
ope
t
o
c
i
tiz
en
s’
e
du
c
a
t
i
on
t
h
a
t
s
a
i
d
be
fore
[
1
1
].
A
l
s
o,
B
r
ow
n
[23]
b
elie
ve
s:
d
e
m
oc
ratic
s
c
h
oo
ls
a
l
w
ays
do
n’t
inc
l
u
d
e
a
n
d
co
ver
the
to
p-c
l
ass
int
e
r
e
st
s.
T
he
m
ea
n
i
n
g
o
f
B
row
n
s
e
e
m
s
de-
m
ono
p
o
l
i
za
t
i
o
n
t
ha
t
c
a
n
be
con
s
i
d
ere
d
o
ne
o
f
o
t
her
pr
ope
rties
of
s
uc
h
sc
h
o
o
l
s
.n
o
do
u
b
t
de
sen
s
iti
z
at
ion
mon
opo
l
y
s
ch
ool
s
n
eed
s
t
e
a
c
h
er
and
pro
g
r
a
m
more
t
ha
n
an
y
t
hi
n
g
e
lse.
E
sp
e
c
ial
l
y
a
less
o
n
p
r
ogra
m
t
h
at
c
l
e
ar
a
spec
ts
a
nd
a
l
s
o
c
ac
he
a
spec
t
s
of
t
ha
t
less
on p
r
ogra
m
i
sn’
t
u
niq
u
e
in a
spec
i
a
l
cl
a
ss.
5.
CONCL
U
S
ION
Afterwa
r
d
is th
a
t
t
h
eir elem
en
ts
o
f ed
uc
at
ion
syst
e
m
nam
el
y, cr
i
tica
l
teac
her,
c
riti
c
a
l
s
t
u
den
t
, crit
ica
l
sch
o
o
l
a
re
a
s
a
p
u
zzl
e
tha
t
t
h
e
c
om
po
ne
n
t
s
c
oor
di
na
tio
n
c
a
n
bri
ng
r
e
s
i
s
t
a
nc
e
a
g
a
i
ns
t
m
e
tana
rra
ti
ve
w
hic
h
i
s
o
n
e
o
f
i
m
po
rt
an
t
c
h
a
r
ac
t
e
ri
stic
s
of
c
r
i
ti
c
a
l
t
eac
h
e
r
a
nd
a
l
so
h
i
s
/
h
er
s
tu
de
nt
s.
A
lso,
b
ec
aus
e
t
he
y
a
r
e
a
d
v
o
c
a
t
e
of
c
rit
i
c
a
l
e
d
u
c
a
ti
o
n
,
sur
e
ly w
il
l m
a
ke
c
om
mitm
en
ts t
o o
ppr
e
s
se
d
La
n
gua
ge
o
f
e
m
pow
er
me
nt
w
hic
h
e
xists
in
s
ome
th
in
ker
s
o
f
t
h
is
f
i
e
ld
i
s
an
ot
her
to
o
l
f
or
r
ea
l
i
z
a
t
ion
of the
i
r
w
is
hes
.
S
tr
o
n
g
la
n
gua
ge
is ta
ki
n
g
b
y a dia
l
e
c
t
i
c t
h
a
t
i
s
es
t
a
b
lishe
d i
n
ta
l
ks
of tea
c
h
er
-stud
e
n
t
,
te
ac
he
r-
ma
nage
r
a
nd
fina
l
l
y
stu
d
e
n
t
-
go
ve
rnm
e
nt
a
nd
itse
l
f
is
a
t
oo
l
for
i
n
j
us
t
i
ce
brus
h-o
f
f.
t
e
a
c
h
er
a
n
d
s
tude
nt
in
t
e
rac
t
i
on
a
n
d
even
l
e
sso
n
pr
ogram
a
s
an
i
m
porta
nt
c
om
po
ne
nt
o
f
a
s
c
ho
o
l
f
or
a
c
h
ie
vin
g
g
oa
l
s
t
ha
t
sa
i
d
it
isn’
t
possi
b
l
e
w
i
t
h
o
u
t
b
ei
n
g
r
ich
of
l
ov
e
an
d
ho
pe
.
i
n
t
h
i
s
rel
a
t
i
on
l
ove
p
r
o
m
i
ses
t
h
e
d
e
si
r
e
t
o
kn
ow
i
n
g
an
d
ac
hi
e
v
i
n
g
g
o
a
l
s
and
the
ho
pe
o
f pa
ssi
n
g
the
fa
i
l
u
re
s and
bar
r
i
e
rs.
A
t
t
he
e
n
d
,
critica
l
s
t
ude
n
t
s
ho
uld
lea
r
n
r
e
s
i
s
t
i
n
g
aga
i
nst
any
d
om
ina
t
ion
an
d
a
l
so
a
ga
inst
t
ho
u
g
h
t
s
t
h
a
t
w
a
n
t
t
o
r
e
p
r
o
d
u
c
e
t
h
e
r
e
l
a
t
i
o
n
s
w
h
i
c
h
t
h
e
i
r
e
v
e
n
t
u
a
l
i
s
n
’
t
e
x
c
e
p
t
do
mi
n
a
ti
on
a
nd
t
h
i
s
i
s
po
ssi
bl
e
by
ma
kin
g
a
p
p
r
o
pr
i
a
te
b
ac
k
g
rou
nds
i
n
e
duc
a
t
i
o
na
l
s
y
s
t
e
m
s
an
d
a
l
s
o
p
o
l
i
t
i
c
a
l
s
y
s
t
e
m
s
.
O
n
t
h
e
o
t
h
e
r
h
a
n
d
,
u
n
t
il
a
go
vernm
e
n
t
d
o
e
s
no
t bel
i
e
v
e
har
d
cr
i
t
i
c
i
sm and
o
f
c
o
u
rse fair,
w
e
ca
n
not e
xpec
t
s
uc
h en
vir
onm
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
e
acher a
nd
st
u
d
e
n
t
in
t
e
r
a
c
tions an
d ch
ara
c
ter
i
stic
s from
cri
t
i
c
a
l
the
o
r
i
s
t
s
sc
hoo
l (Akb
ar
sa
leh
i
)
31
7
ACKNOW
LEDG
E
MEN
T
S
I
ac
know
l
e
dg
e
for
a
l
l
o
v
er
m
y
peer
s
i
n
uni
ve
rsit
y
of
K
harz
am
i
i
n
de
par
t
m
e
n
t
o
f
p
h
il
os
op
h
y
o
f
educ
a
t
i
o
n,
e
sp
ecia
l
l
y
f
or
a
ss
oc
i
a
t
e
d
P
r
ofes
sor
A
l
i
Reza
M
a
h
mud
n
i
a
,
h
e
a
d
d
e
p
art
m
ent
of
p
hil
o
s
ophy
o
f
educ
a
t
i
o
n
i
n,
K
harz
mi
U
niver
s
i
t
y.
REFE
RENCES
[1]
Gi
roux
,
H,
"
A'
c
rit
i
cal
t
heory
and
s
c
ho
oli
n
g
:
i
m
p
li
ca
t
i
o
n
s
f
o
r
devel
o
p
m
en
t
o
f
a
r
adi
cal
p
ed
ago
g
y
,
"
Disc
ou
rs
e
:
St
udies in the Cul
t
ural
P
o
li
ti
cs
of Educat
ion
,
v
o
l
.
3,
n
o
. 2
,
pp
. 1
–
2
1,
1
9
8
3
.
[2]
S
t
an
ley
Aron
ow
it
z.
,
"Th
e
ory
and
S
o
ci
alis
t
Stra
te
gy
.,
"
S
o
ci
al
T
ext,
(
W
i
n
t
er,
198
7),
no
,
1
6
p
p.
1
-16
,
1
98
7.
[3]
M
c
Claren,
P
.,
"A
P
edag
ogy
o
f
Po
ss
ib
ili
ty
:
Ref
l
ecti
n
g
u
p
o
n
P
aulo
F
r
e
i
r
e
'
s
P
o
l
i
t
i
c
s
o
f
E
d
u
c
a
t
i
o
n
:
I
n
M
e
m
o
r
y
o
f
P
a
ul
o F
r
ei
re,
"
Edu
c
at
io
nal
R
e
s
e
ar
cher
,
vo
l.
28
,
n
o.
2
(M
a
r.
,
1
9
9
9
),
pp.
49
-
56
,
1
998
.
[4]
Behes
h
ti
S
,
Ref
l
ecti
o
n
an
d
cri
tici
s
m
in
t
h
e phi
lo
so
phy
of
ed
ucat
io
n in th
e con
t
em
por
ar
y
wo
rld
,
T
e
h
ra
n:
i
n
f
orm
a
tion
pres
s1
386
(chap
ter,3
1
,3
2) Pers
i
an
[5]
Freire,
P.
,
Pe
da
go
gy
o
f
the
Opp
r
e
sse
d
.
N
e
w Y
o
rk
: Co
nt
inu
u
m
,
1
9
70.
[6]
Hey
m
an
,
R,
"
W
h
y
Ad
vo
ca
cy
I
sn'
t
E
n
o
u
g
h
:
R
ea
l
i
zi
ng
t
he
R
adical
P
o
s
s
i
b
il
it
ie
s
o
f
t
h
e
C
l
a
ss
r
o
o
m
,
"
International
Res
e
arch
i
n
G
e
ogr
ap
hi
cal
an
d E
n
vir
o
n
m
en
tal
E
duca
t
i
o
n
,
vo
l
.
1
0,
n
o
. 2
,
pp
. 1
74
–
1
78
, 2
00
1
.
[7]
Pay
n
e,
M
.,
B
arb
e
ra,
J.
R
.,
A
d
i
cti
o
n
a
r
y
of
c
u
lt
ur
al
an
d
cri
t
i
c
al
th
eor
y
.
(2
nd
e
d
.
).
U
ni
ted
K
i
ng
do
m
:
W
il
ey-
Bla
c
k
we
ll.
20
10
.
[8]
F
l
o
r
ence, N
.,
b
e
ll
ho
oks
’
En
ga
ged Peda
go
gy
. We
s
tp
or
t,
C
T:
B
e
r
gin &
Ga
rve
y
,19
9
8
.
[9]
Gi
roux
,
H.
,
Ant
h
o
n
y
Pen
n
a
an
d
W
i
lli
am
P
inar
(
ed
s.).
"
Curri
culu
m
a
nd
In
st
ructi
o
n
198
1",
(To
w
ard
a
N
e
w
S
o
ci
olo
g
y
o
f
C
urricu
lu
m.
)"
In
H
e
nry
Giro
ux
,
et
.
a
l.
(ed.
)
,
C
urri
c
u
lum
a
n
d In
stru
c
t
ion
,
o
p.
c
it,
pp
. 9
8-
10
8.)
[10]
Gi
roux
,
A
,
H
.
,
"S
cho
o
l
i
n
g
as
a
P
r
oces
s:
Th
e
Rol
e of
D
ial
ogu
e i
n
E
d
u
c
a
t
i
o
n
,
"
Cl
eari
ng Hous
e
,
50
,
pp
.
2
0
-2
3,
1
97
6.
[11]
McLaren,
P
.
,
L
ife
i
n
Sch
o
o
l
s: A
n
Int
r
o
d
u
c
tio
n t
o
Cri
tica
l
P
e
dag
og
y in
t
h
e Fo
un
da
tio
ns
of
E
d
u
c
a
t
i
o
n
.
New
Y
o
rk:.
Rou
tled
g
e
201
5.
[12]
F
i
s
c
hm
an
,
G,
E
.
an
d
M
c
Laren,
p
.
,
"
S
c
ho
ol
in
g
fo
r
D
e
m
o
cracy:
T
o
w
a
rd
a
C
rit
i
cal
U
t
o
p
i
an
ism
Con
t
em
po
rary
S
o
ci
olo
g
y
,
v
ol
.
2
9
,
n
o
.
1
,
200
0.
Ut
opi
an Vis
io
ns
:
E
n
g
a
ged
S
o
cio
log
i
e
s
f
or
t
he
2
1st
Ce
n
t
u
r
y
p
p
.
16
8
-
17
9.
[13]
Zy
ng
ier,
D
,
"lis
ten
i
n
g
t
o
teach
ers–
lis
ten
i
n
g
t
o
st
ud
ent
s
:
sub
s
t
a
n
tiv
e
c
on
ve
rsa
t
io
ns
a
bo
ut
r
esi
s
t
a
nce,
e
m
p
ow
e
r
m
e
n
t
and
eng
a
gem
e
nt
,"
T
e
ach
e
rs and
T
e
ach
i
n
g
,
v
o
l
.
13
, n
o.
4
,
p
p
.
32
7-
34
7,
2
0
0
7
.
[14]
Zy
ng
ier,
D
,
"Re-con
cept
u
ali
z
in
g
st
ud
ent
en
gag
e
men
t
:
Doi
n
g
edu
c
a
t
i
o
n
n
o
t
d
o
i
n
g
t
i
m
e
.
"
J
o
u
r
n
a
l
o
f
T
e
ach
i
ng
an
d
T
e
ach
e
r E
duca
t
i
o
n
,
v
o
l.
24
,
p
p.
1
76
5–
17
76,
20
0
8
.
[15]
P
h
i
lli
ps
,
R
"Co
n
t
e
st
ing
t
h
e
P
a
st,
Con
s
t
r
uct
i
ng
t
he
F
ut
ure:
H
i
s
t
ory
,
I
d
e
ntity
a
n
d
Politic
s
in
S
c
h
o
o
ls"
,
Brit
ish Journal
of
Ed
uca
tio
na
l
Stu
d
i
e
s
,
vo
l.
4
6,
no
.
1
,
pp
.
4
0
–
53
,
1
99
8.
[16]
M
a
go
lda,
P
,
"Border
Cros
si
ng
s:
C
o
llab
o
rat
i
on
S
t
r
ug
gl
es
i
n
E
d
u
c
a
tion",
Th
e
J
o
urna
l of Edu
c
a
t
ion
a
l Re
se
arc
h
,
v
o
l.
94
: 6
,
p
p.
346
- 3
58,
20
0
1
.
[17]
Ho
ok
s,
B
,
t
eachin
g
to
T
ransg
r
ess
.
E
du
catio
n
as
t
h
e
p
rac
t
ice
of
fre
e
do
m,
L
on
do
n:
R
ou
tle
d
ge
.
2
1
6
+
x
p
a
g
e
s
.
Dra
w
s
o
n
Fre
ire
bu
t
loo
k
s
to
d
e
v
e
l
o
p
in
g
a
fe
minist,
e
n
ga
g
e
d
p
e
da
go
gy
rel
e
van
t
t
o
m
u
lti
cul
t
ural
c
o
n
t
e
xts
.
1
99
4.
[18]
Appl
e
,
M
,.
Cultural Pol
i
t
i
cs
an
d
E
d
u
c
at
ion
.
N
e
w Y
o
rk
:
T
eachers
Co
ll
ege P
r
es
s, 199
6.
[19]
Aron
owitz
,
S
ta
n
l
e
y
,
a
n
d
He
n
r
y
Giro
ux
.
Postmo
de
rn
Edu
c
ation
:
Po
litic
s
,
Cu
lture
an
d S
o
c
i
al C
r
itic
ism
.
Minn
e
a
p
olis
M
N
:
New
Yo
rk, U
n
i
v
ers
ity
o
f
M
i
n
n
eso
t
a
P
r
es
s, 19
91.
[20]
Gi
ro
u
x
,
H.,
Bor
d
er
cro
s
s
i
ng
s: Cu
lt
ur
al
wor
kers
an
d t
h
e
p
o
l
iti
cs
of
edu
c
ati
o
n
,
Ne
w
Yo
rk
:
Ro
utle
d
g
e
.
2
00
5.
[21]
Gi
roux
,
H,
A
,
"
Beyo
nd
t
he
E
th
ics
of
F
lag
W
a
vi
ng
:
S
c
ho
ol
in
g
and
C
it
izens
h
i
p
f
o
r
a
C
ri
ti
cal
D
em
o
c
racy,"
Th
e
Clea
rin
g
Hou
s
e: A
Jo
urn
a
l
of
Ed
uca
t
i
ona
l
St
rat
e
gi
es,
Issu
es
and
Idea
s
, v
ol.
6
4
:
5
,
p
p
.
30
5
–
30
8,
1
9
9
1
.
[22]
Gi
roux
,
H
and
S
u
s
a
n,
S
.
,
Bet
w
een ra
ce
a
nd
rea
s
o
n
, Vi
ol
ence, Int
e
l
l
ect
ua
l Resp
on
si
bil
i
t
y
,
a
n
d
t
h
e Un
ivers
i
t
y
t
o
Com
e
, Cali
f
o
rni
a
:
New York Stanf
o
r
d
u
n
ive
r
sity
p
re
ss,
20
10
.
[23]
Boron,
A
.
Tra
n
s
i
tion
T
o
w
a
rd
De
m
o
cracy in
Lati
n
America
,
Mime
og
ra
p
h
,
19
92
.
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
Dr.
Ak
ba
r
Sa
le
hi
i
s
fa
c
u
lty
me
mbe
r
i
n
ph
iloso
p
h
y
o
f
e
d
u
c
a
t
io
n,
Kharazm
i
U
n
iv
ersi
ty
i
n
Tehran
,
Iran
.
H
e
t
eaches
c
rit
i
cal
p
edago
g
y
,
phi
lo
so
phi
cacal
f
ou
ndat
i
o
n
.
H
e
wro
t
e
and
t
r
an
sl
ated
e
i
ght
bo
ok
s
a
n
d
ma
n
y
a
rtic
le
i
n
Pe
rsia
n
a
n
d
En
glish
la
ng
ua
ge
i
n
the
a
rea
p
h
i
l
o
s
o
phy
o
f
ed
ucati
o
n
,
Is
lam
i
c educat
io
n, an
d
et
h
i
c
hs
.
Evaluation Warning : The document was created with Spire.PDF for Python.