This dissertation is a case study of students' reasoning in a small group. It is argued that Hegel's concept of Spirit provides a useful heuristic for observation of classroom reasoning and that such a frame is needed given the dominance of administrative frames of assessment and evaluation which hinder effective pedagogy. It is also argued that the type of emic analysis demonstrated here is necessary to address unknown issues regarding students' capacity for reasoning and the development of ethical life.;Twelve students in a small restructured school in the Bronx were allowed to freely discuss social issues and issues of relevance to social studies in a classroom setting. One classroom transcript is analyzed by examining chains of student dialogue. Instances of an emergent logic of mutual recognition and the formation of Spirit were identified. Under circumstances of unconstrained conversation students were shown to create a social order built around their emergent collective understanding and mutual recognition. Over time they also demonstrated deep shared cognitive engagement with critical global and local issues. The students showed increased trust and manifestation of individuality under the circumstance of free exchange of ideas.
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