Emir, Deniz2021-10-072021-10-072021-102021-102021-10-06http://hdl.handle.net/11693/76598Cataloged from PDF version of article.Includes bibliographical references (leaves 115-119).This study first intends to explore the philosophical stance of the Turkish Language and Literature curriculum, which was redesigned in 2018, to assess extent to which it is conducive to development of critical thinking skills. Then, it aims to analyse its approach to developing critical thinking skills. To these ends, the researcher primarily used the curriculum ideologies as conceptualised by Schrio (2013), and the notion of critical thinking as conceived by Davies and Barnett (2015) as lenses. The researcher used content analysis to answer the research questions, and based on analysis, the researcher first discusses the philosophical stance of the Turkish Langue and Literature curriculum in relation to in relation Schiro’s four ideologies: Scholar Academic, Social Efficiency, Learner Centered and Social Reconstruction. Then, the researcher discusses the results in relation to three movements as put forward by Davies and Barnett (2015).xiii, 123 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessCurriculum philosophyCritical thinkingTurkish Language and LiteratureThesisB134934