الفهرس 
لعب الدور واهميته التربويةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world has lately witnessed a massive development in all fields of life and a wide spread of knowledge and information represented in what is called ”Knowledge Revolution” which has been imposed by communication and information technology with its great progress and development that astonished all the universe. This great progress and development in the field of communication and information technology were followed by a notable development in all life fields, including the field of
pedagogy generally and that of teaching methods specifically. As a matter of fact, the field of teaching methods has lately witnessed a great development aiming at employing active and effective teaching methods based on the learner’s mentality and the positive interaction between the teacher and the learner instead of that solidity overwhelmed the educational process. Within such traditional teaching method, the learner does not have any positive role in the learning process except being just a receiver who receives as well as memorize information without showing any
interaction or positive participation in the learning process. Consequently, this massive development and progress require finding a new type of learning in which the learner is more active and involved within the learning process as the objectives
of pedagogy are not only making the learner acquire knowledge, but also helping him discover his own abilities and employing his potentialities in a way that could help him enhance his personality and understand himself. Active learning involves various teaching strategies and methods suit all the educational situations and study subjects that could be used with all age stages in all the educational stages for their flexibility and attraction, giving the learner the opportunity for employing his mind and participating in making and showing the educational material. By this way, the learner will be more active and positive in participating within the learning process. One of these strategies and methods is role playing method that enhances thinking, employing mind in all situations and problems that could face the learner as well as the presented educational material. This is what teaching philosophy as a study subject taught in the secondary stage aims at. Philosophy subject is of an abstract nature based on meditation and mental thinking in all the problems that might face man as a result of all the wonders that he himself impose concerning his relation with that natural universe in which he lives and his relation with others. Role playing method is of great importance as it encourages thinking and creativity, giving students the opportunity to develop and practice languages and to some extent behavioral
skills in natural scenes through which they could create feelings and affections, utilizing them as a necessity for achieving learning .( Reynolds,1998: ) Accordingly, if the objective of philosophy as a subject is employing the student’s mind and encouraging him to think and utilize his ability of analyzing issues, this will not be achieved without teaching methods based on positive interaction between the teacher and the learner in a way that helps the learner to consciously understand what he learns, positively criticize his surroundings, discuss, run conversations, and give opinions about the issues that he learns. Role playing method has a theoretical base within the philosophies of Byaja, Shaphetal and Freud focusing on the fact that learning is happened in the light of a type of social interaction based on the learner’s social, cognitive, psychological and moving activity. (Kotamy and El-Kotamy, 1998: ). The present study uses role playing method in teaching philosophy that is scarcely used or even used on short scale in our schools although we do not exaggerate on saying that it is the closest teaching method could suit the student’s interests in all age stages, especially in adolescence (Secondary Stage) in which student enjoys a great deal of imagination and the ability of meditation and abstract thinking. Statement of the problem: The present study problem is represented in the presence of some defects within the traditional teaching methods that are still used in teaching philosophy, turning philosophy into just an empty subject concerning searching and using mind The problem of this study is an attempt to answer the following question: What is the effectiveness of using role playing in teaching the subject of philosophy in enhancing critical thinking and self-concept of secondary stage students? The previous question branched into the following sub-questions: 1- What are the bases of using role playing in teaching philosophy? 2- What are the bases of forming a selective unit of the course based on using role playing? 3- What is the image of the prepared unit using role playing in the objectives, the content, the activities and the teaching methods? 4- What is the effect of applying the critical thinking test in the
course content on enhancing the critical thinking of secondary stage students?
5- What is the effect of teaching the prepared unit using role playing on enhancing the philosophical self-concept of secondary stage students? 6- What is the relation between students’ ´critical thinking and self-concept using role playing in teaching philosophy? Study objectives: The present study aims at the following: 1- Discovering the effectiveness of role playing in enhancing critical thinking of General Secondary Stage students. 2- Discovering the effectiveness of role playing in forming the philosophical self-concept of General Secondary Stage students. 3- Discovering the effectiveness of the critical thinking test within the assigned content prepared by the researcher in improving the philosophy acquition level of General Secondary Stage students. Study tools: Experimental materials: 1- Preparing a teacher’s guide includes display of the unit using role playing method. Experimental tools: 1- Preparing a critical thinking test within the assigned content. 2- Preparing a psychological profile; belief or philosophical principles profile, expressing the belief image of the learners in order to measure the philosophical concept of General Secondary Stage students. Study design and treatment: 1-Analytical descriptive method used to review the previous studies related to the present study within the theoretical frame. 2-The experimental method is also employed as the sample
subjects are divided into two groups; experimental to be taught by role playing and a control group that is taught by the traditional method. Study hypotheses: 1- There are statistically significant differences at (01, 0) level between the mean scores of the research sample on the post application of the critical thinking test in favor of
post-application . 2- There are statistically significant differences at (05, 0) level
between the mean scores of the research sample on the pre and post application of deduction skill included in the critical thinking test in favor of post application .
3- There are statistically significant differences at (05, 0) level between the mean scores of the research sample on the post application of explanation skill included in the critical thinking test in favor of post application. 4- There are statistically significant differences at(05, 0) level between the mean scores of the research sample on the post application of assumption recognition skill included in the critical thinking test in favor of post application .5- There are statistically significant differences at (01, 0) level between the mean scores of the research sample on the post application of allegations assessment skill included in the critical thinking test in favor of post application . 6- There are statistically significant differences at (01, 0) level
between the mean scores of the research sample on the post application of the self-concept test in favor of post application . 7- There is a statistically significant relative relation at (64, 0) value between the mean scores of the research sample concerning critical thinking and self-concept . Significance of the study: The importance of the present study stems from the following: - For students: 1- It is excepted that this study would help students understand themselves and discriminating between the different
philosophical trends, being aware of all the philosophical trends. 2- It is excepted that this study would increase the connect between the students and their school as role playing method creates an atmosphere of fun, joy, and cooperation. -For teachers:
3- Directing philosophy teachers to the necessity of using new teaching methods based on the learner’s positivism as the method of role playing. 4- Shedding the light on the method of role playing as a teaching method used for teaching philosophy.
- For experts: 5- Helping the specialists in the educational process and the curricula ´s planners to plan the assigned Secondary Stage philosophy curriculum in the light of new strategies based on the positive interaction between the teacher and the learner and among the learners themselves as the method of role playing. 6- Directing the pedagogy experts to the necessity of training the teacher student on a new teaching strategy as the method of role playing. 7- Directing the pedagogy experts and the activity supervisors to the necessity of the school theatre and the acting activity
within the school. Study procedures: The present study runs according the following steps: 1- Surveying the list of the previous studies and researches concerning the used strategies for improving teaching philosophy specifically and the method of role playing generally. 2- Rebuilding a unit of the syllabus according the method of role
playing, taking in consideration the objectives, the content and the teaching method. The unit of ”Man and Freedom Problem according to a Religious Islamic Perceptive” and ”Man and Freedom Problem according to the West Social Perceptive”, was chosen due to the fact that it enjoys a conflictive debatable nature encouraging students to think. In addition, students at this age are interested in such issues of freedom and fate. Another important reason for selecting that unit was the prepared philosophical trends which allow the student to know more than one philosophical trend, selecting what really suits the practice nature of such philosophical trends to help him enhance his own philosophical self-concept. 3- Preparing the teacher’s guide concerning the procedures of teaching the assigned unit using the role playing method
in the unit objectives, syllabus, teaching method and teaching aids. 4- Selecting the study sample and dividing it into two groups; experimental group to be taught by role playing method and a control group to be taught by the traditional method. 5- Preparing a critical thinking test in the assigned syllabus and presenting it to a group of jury members just to make sure of being applicable. 6- Preparing a psychological profile; belief or philosophical principles profile, expressing the belief image of the
learners in order to measure the philosophical concept of the study sample from the General Secondary Stage students and presenting it to a group of jury members just
to make sure of being applicable. 7- Using Watson Glaser’s test of critical thinking translated by Gabber Abd- El Hamid and Yeheia Hendam. 8- Testifying the reliability and validity of the two tests and the beliefs profile. 9- Pre- applying the two tests and the beliefs profile on the study sample. 10-Teaching the assigned unit using the role playing method with the experimental group only. 11- Post- applying the two tests and the beliefs profile on the study sample and assigning the results to be statistically
treated. 12-Analyzing the results. 13-Drawing conclusions and recommendations based on the results. Study results: In the light of the previous study procedures, the following results are assigned: 1- The study affirms that there are statistically significant differences at (01, 0) level between the mean scores of the research sample on the pre- post application of the critical thinking test in favor of post-application.
2- The study assures that there are statistically significant differences at (05, 0) level between the mean scores of the research sample on the pre- post application of the
deduction skill from the critical thinking test in favor of post-application. 3- The study affirms that there are statistically significant differences at (05, 0) level between the mean scores of the research sample on the pre- post application of the explanation skill from the critical thinking test in favor of post-application. 4- The study assures that there are statistically significant differences at (05, 0) level between the mean scores of the research sample on the pre- post application of the skill of recognizing hypotheses from the critical thinking test in favor of post-application. 5- The study affirms that there are statistically significant differences at (01, 0) level between the mean scores of the research sample on the pre- post application of the skill of
assessing allegations from the critical thinking test in favor of post-application.
6- The study assures that there are statistically significant differences at (01, 0) level between the mean scores of the research sample on the pre- post application of the selfconcept scale in favor of post-application. 7- There is a statistically significant relative relation between the mean scores of the research sample concerning critical
thinking and philosophical self-concept as the correlation coefficient between the test and the scale equals by Spearman coefficient, indicating that there is a strong
correlation between the marks of the experimental group students on the post application of the critical thinking test and the self-concept scale. Thus, the relation between enhancing the critical thinking and the self-concept is a strong positive one which means that as much as students´ critical thinking grows, as much as students´ positive selfconcept increases. 8- Accordingly, the study lays emphasis on the effectiveness of role playing in teaching philosophy in enhancing the experimental group students´ critical thinking and selfconcept and that there is a strong positive relation between role playing as a teaching method and enhancing both critical thinking and self-concept ,and also enhancing the experimental group students´ critical thinking concept and self-concept. Study recommendations: In the light of the present study results, the researcher recommends the following: 1- Laying emphasis on modern teaching methods aiming at improving the educational process, e.g. role playing that makes the learner active while learning, getting away as much as possible from the traditional teaching methods based on memorizing and learning by heart, regardless the learner ´s effective participation . 2- Training philosophy teachers on role playing method, making them know its advantages and how to prepare lessons
according to such method. 3- Training philosophy student teachers on using role playing method in teaching through out the faculty course of methods of teaching philosophy. 4- Preparing the teacher’s guide concerning the procedures of teaching the assigned unit using the role playing method in the unit objectives, syllabus, teaching method and teaching aids. 5- Laying emphasis on students´critical thinking and working on enhancing it. 6- Laying emphasis on the students´ sentimental side, especially their self-concept, working on enhancing it. 7- Determining the students´philosophical self-concept through out their study of philosophy subject in order to help them know their own beliefs and to which philosophical trends
they belong. 8- Providing suitable environment and helpful aids for facilitating the application process of role playing method in teaching philosophy. 9- Reforming the philosophy curriculum in the Secondary Stage to be matched with the modern teaching methods, creating an atmosphere of activity and energy associated with a
scientific subject arousing the spirit of inquiry and criticism. 10-Laying emphasis on teaching philosophy, making it a main subject in the Literary Department as it plays an important role in constructing the student’s character. 11-Increasing the classes assigned for philosophy subject and the time of the school class itself to be matched with the modern teaching methods. 12-Making work shops in the faculties of Education for training the secondary schools philosophy teachers on the modern
learning methods and styles. Study suggestions: According to the present study results, the researcher recommends the following future studies: 1- The effectiveness of using role playing in teaching philosophy subject in enhancing the creative thinking and direction towards the subject. 2- The effectiveness of using role playing in teaching philosophy subject in enhancing the moral ethics of the Secondary Stage students. 3- The effectiveness of using role playing in teaching philosophy subject in enhancing meditative thinking of the Secondary Stage students. 4- The effectiveness of using role playing in teaching philosophy subject in enhancing study acquisition and self-evaluation of the Secondary Stage students. 5- The effectiveness of using role playing in teaching philosophy subject in enhancing the social issues awareness of the Secondary Stage students. 6- The effectiveness of using role playing in teaching
philosophy subject in enhancing the Secondary Stage students’ motivation towards learning and achievement. 7- The effectiveness of using role playing in teaching
philosophy subject in enhancing analytical thinking and learning effect retention of the Secondary Stage students. 8- Making other researches and studies might ontribute in enhancing critical thinking and self-concept of the Secondary Stage students through out teaching philosophy subject. 9- Making a study to identify the difficulties that face philosophy teachers while using role playing method.