Development of a Student's Critical Thinking during the Course of General Sociology

Author(s):  
Е.Е. Луцькая

критическое мышление считается одной ключевых компетенций современного образования, и современные студенты безусловно нуждаются в его развитии, поскольку особенности современного школьного образования и тенденции развития массового общества не дают ему развиться адекватно потребностям быстро изменяющейся социальной реальности. В статье на примере курса общей социологии показан процесс развития критического мышления в университете. Для формирования критического мышления привлекаются работы Ч.Р. Миллса, З. Баумана, Х. Ортеги-и-Гассета и др. critical thinking is considered one of the key competencies of modern education, and modern students certainly need to develop it, since the features of modern school education and the development trends of mass society do not allow it to develop adequately to the needs of rapidly changing social reality. This article uses the example of a General sociology course to show the process of developing critical thinking at the University. The works of Ch.R. Mills, Z. Bauman, J. Ortega y Gasset, and others are used to form critical thinking.

Author(s):  
С.Б. Кондратьева

статья посвящена анализу творческого наследия Э.В. Ильенкова, связанного с осмыслением проблемы критического мышления и роли школьного образования в его формировании. Размышления философа носят междисциплинарный характер, затрагивая философские, педагогические и психологические вопросы. Особое место в работах Э.В. Ильенкова отводится вопросам морали и нравственности, на основе которых формирование критического мышления у школьников реализуется уже на уровне начальных классов. Автор делает вывод о том, что обращение к работам философа способствует переосмыслению взглядов на современное образование, разрешению противоречий, связанных с этическими вопросами современности, а также дает возможность акцентировать внимание на роли учителя в образовательном процессе, направленном на воспитание критически мыслящей и духовно-нравственной личности. the article is devoted to the analysis of the creative heritage of E.V. Ilyenkov, associated with the comprehension of the problem of critical thinking and the role of school education in its formation. It is shown that the philosopher's thoughts are interdisciplinary in nature, affecting philosophical, pedagogical, and psychological issues. A special place in the works of E.V. Ilyenkova is devoted to questions of morality, based on which the formation of critical thinking in schoolchildren is realized already at the level of elementary grades. The author concludes that the appeal to the works of the philosopher contributes to the rethinking of views on modern education, the resolution of contradictions related to ethical issues of our time, and also makes it possible to focus on the role of the teacher in the educational process aimed at educating critically thinking and spiritually - moral personality.


2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.


Author(s):  
R.V. Vaidyanatha Ayyar

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.


1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.


2016 ◽  
Vol 179 (7) ◽  
pp. i-ii
Author(s):  
Vicki Adams

Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi


1952 ◽  
Vol 8 (21) ◽  
pp. 128-148 ◽  

Henry Drysdale Dakin was born at 60 Fitzjohn’s Avenue, Hampstead, London, on 12 March 1880. He was the youngest of a family of eight, there being five brothers and three sisters of whom one brother and two sisters now survive. His father, Thomas Burns Dakin, had previously owned a sugar refinery in London, and when this came to an end he acquired an iron and steel business in Leeds, and the whole family removed to Yorkshire. After a brief spell at Merchant Taylors’ School, H. D. Dakin entered Leeds Modern School in 1893 and remained there for the rest of his school life. Five of the old boys of this school became University professors, and of these may be mentioned H. H. Turner, Savilian Professor of Astronomy at Oxford, and H. M. Dawson, who was the first Professor of Physical Chemistry at Leeds, both of whom were elected to the Fellowship of this Society, and the latter, who was a few years senior to Dakin at school, became his personal friend at the University. Some years ago this school, which was formerly in the centre of Leeds, moved to the north of the city and was organized as four Houses, one of which is known as ‘Dakin House’; and thus Dakin’s memory is kept green in the school, and his story and prestige have become a part of the school’s history. Assistant to analyst After leaving school Dakin was apprenticed to the Leeds City Analyst, Mr T. Fairley. He remained in Fairley’s laboratory for four years and in later life he ascribed a great importance to the experience which he gained there. An analyst in this position held many public appointments which brought a great variety of work to the laboratory. Among other offices Fairley held that of official gas referee, and this involved a good deal of analytical work—such as tests for sulphur content—involving attendance at gas works, and this work usually fell to the lot of the senior apprentice of the time. Accordingly, much of Dakin’s early life was spent in the precincts of gas works. In spite of long working hours, however, he found time to become an angler. One of his holidays in later years was spent fishing in Ireland with his friend, Harold Dudley. Dakin was inclined to trace a connexion between this period in Fairley’s laboratory and his later interest in biochemistry, because of the experience he gained from the many analyses of water, foods and fertilizers which came his way, as well as from the examinations made for a number of poisons. He admitted, indeed, that he had revelled in books on medical jurisprudence; but he claimed that all this had helped him to realize that chemistry had a biological side.


Author(s):  
A.L. Fokeev ◽  

The article deals with the importance of studying interdisciplinary relationships in teaching literature at a university. On the example of the author's academic course working program "Literature and Cinematography in School Education", the main methods of working with students in the studied discipline are shown, attention is drawn to the importance of this subject in the training of future teachers of the Russian language at the Pedagogical Department at the university


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