Sans Souci and the Pedagogical Experience

2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Modern Society ◽  
Modern School ◽  
Low Threshold ◽  
Scientific Competence

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.

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

2020 ◽  
Author(s):  
Е.Е. Луцькая
Keyword(s):  
Critical Thinking ◽  
Social Reality ◽  
School Education ◽  
Development Trends ◽  
Modern Education ◽  
Mass Society ◽  
Modern School ◽  
Key Competencies ◽  
The University

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.

scholarly journals Critical thinking between fashion and thoughtfulness: Towards the theoretical foundation of concept

Psihologija ◽  
2003 ◽  
Vol 36 (4) ◽  
pp. 411-423 ◽  
Author(s):  
Jelena Pesic
Keyword(s):  
Critical Thinking ◽  
Theoretical Foundation ◽  
Modern Society ◽  
Educational Goal ◽  
Practical Implications

Based on the analysis of socialization context within modern society, we justify development of critical thinking as an important educational goal, as well as the necessity of thoughtful, theoretically founded approach in its realization. Discussed difficulties in understanding the genuine meaning of critical thinking concept are related to the complexity of concept itself, but also with diverse and heterogeneous context it is used in, and superficial, purely pragmatic and theoretically unfounded practice. Thus, the paper is an attempt to identify the key theoretical problems regarding the conceptualization of critical thinking, and an invitation to serious consideration of its meaning, importance and practical implications.

scholarly journals TECHNOLOGY IMPLEMENTATION OF CRITICAL THINKING DEVELOPMENT IN THE PROCESS OF TEACHING ENGLISH IN HIGHER SCHOOL

2021 ◽  
pp. 23-29
Author(s):  
Kateryna Ivlieva ◽  
Olga Rejda ◽  
Dina Gulieva
Keyword(s):  
Critical Thinking ◽  
Technology Implementation ◽  
Cognitive Activity ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Mental Competence ◽  
Wide Range ◽  
Language Classes

The article attempts to reveal the essence of the concept«critical thinking» and to consider the development of this kindof thinking in higher school students at foreign languageclasses. It is noted that the ability to acquire skills independentlyand use them in practical activities, and not only the amount ofacquired knowledge, has an essential role to play in the adaptationof a graduate to the realities of modern society. Therefore, thecritical thinking technology applying, as well as the traditionalforms of activity in higher education in the process of foreignlanguage teaching, is seen as a clear necessity. The articlenotes that the main purpose of critical thinking development ofstudents who do not have the developed skills to think criticallyis to extend the mental competence to solve social, scientific andpractical problems effectively. Students of higher educationalestablishments have a range of considerable knowledge andsufficient social experience. They are able to transform theexisting knowledge and skills into competencies, provided thatthey are highly motivated and there are active cognitive activities.Thus, the task of teaching critical thinking skills is to developthe cognitive activity of students based on logical, research andcritical thinking. On the basis of the analysis of the practicalexperience of a foreign language course teaching in a higherschool, the development opportunities are revealed andstrategies of the critical thinking development of students inforeign language classes are considered (annotation, preview,contextualization, self-questioning, reflexion, evaluative judgment,comparison and contrasting). Certain methods, promoting criticalthinking at different stages of learning have been proposedin the paper (Basket of ideas, concepts; Cluster; Margin notes;Сinquain making; Training brainstorming; Essay writing). It hasbeen concluded that the critical thinking technology applied atforeign language classes at higher schools significantly increasesthe time of language practice for each student, helps to facilitatetheir learning acquisition, addresses a wide range of educationaland developmental tasks. The teacher becomes an organizerof students' independent educational, communicative andcreative activities and has the opportunity to improve the learningprocess, develop students' communicative skills and developtheir personality comprehensively.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2021 ◽  
pp. 613-631
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

Deepening of Critical Thinking Skills through the Use of Civic Engagement

2017 ◽  
pp. 252-272
Author(s):  
Marcia F. Hunter
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Systems ◽  
Modern Education ◽  
Effective Strategies ◽  
Societal Needs

Critical thinking is an underlying goal of modern education. It is also a needed skill for effectively navigating life in modern society. It is frequently however, not taught in school systems. Students are therefore left at a disadvantage. Civil engagement is the process by which people work together for the betterment of society. A pertinent skill of civic engagement is critical thinking. This chapter proposes a model for bringing civic engagement and critical thinking together to meet both educational and societal needs. This model provides effective strategies for teaching civic engagement outside of the classroom.

К ВОПРОСУ О ПОНЯТИИ ЦИФРОВОЙ ГРАМОТНОСТИ

2020 ◽  
Author(s):  
Olga Eltsova ◽  
Marina Emelyanova
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Modern Society ◽  
Main Components

В настоящей статье автором рассматривается вопрос о цифровой грамотности. Изучаются роль цифровой грамотности в современном обществе, история возникновения понятия. Приводятся ведущие определения и подходы к структуре понятия «цифровая грамотность». Рассмотрены основные компоненты цифровой грамотности, определена необходимость формирования цифровой грамотности на всех уровнях образования. Сделан вывод о том, что цифровая грамотность - важнейший навык, необходимый для успеха в XXI веке, наравне с умениями критически мыслить, вести коммуникацию, сотрудничать, решать проблемы.This article addresses the issue of digital literacy; considers the role of digital literacy in modern society, the origin of the concept; provides the key definitions and approaches to the structure of digital literacy. The article also considers the main components of digital literacy, determines the need to develop digital literacy at all the levels of education; concludes that digital literacy is the most important skill for being successful in the 21st century along with the ability of critical thinking, communication, cooperation and problem solving.

scholarly journals FORMATION OF SOCIAL COMPETENCE OF TEACHING STAFF IN THE MODERN EDUCATIONAL SPACE

2021 ◽  
Vol 4 (51) ◽  
Author(s):  
Heorgii Finin
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Social Competence ◽  
Modern Society ◽  
Teaching Staff ◽  
Education Students ◽  
Know How ◽  
The Social

The article substantiates the importance of forming the social competence of teachers. It was found that modern society needs specialists who know how to socialize in a fleeting society, people who are creative, active, competitive, competent, capable of change, with flexible critical thinking, to provide socio-pedagogical support of socialization, to form key and subject competencies of general secondary and higher education students.

scholarly journals „Quo Vadis, Aida?“ in the Context of Prosthetic Memory

2021 ◽  
Vol 6 (4(17)) ◽  
pp. 207-224
Author(s):  
Lamija Milišić
Keyword(s):  
Critical Thinking ◽  
Mass Media ◽  
Moral Responsibility ◽  
Modern Society ◽  
The Other ◽  
Historical Knowledge ◽  
Current Perspective ◽  
The Difference ◽  
Quo Vadis ◽  
Epistemological Uncertainty

The research for this paper was initially prompted by the insights of Alison Landsberg (Prosthetic Memory, 2004) on the development of prosthetic memory, namely the phenomenon of personally experienced content through the mass media – and the idea to apply the same insights to the film "Quo Vadis, Aida" (2020) directed by Jasmila Žbanić, because of the relevance of its topic on the Srebrenica genocide in 1995 for modern society. This paper analyzes the difference between collective and prosthetic memory, affective engagement concerning the process of identification in acquiring historical knowledge and prosthetic memory, and the elements of the film that encourage epistemological uncertainty and therefore potentially develop historical awareness and responsibility. Given the example of the film "Quo Vadis, Aida?", this paper aims to show the potential of mass media in developing prosthetic memory, which consequently brings to thinking about the other from the current perspective, thus encouraging moral responsibility and critical thinking.

scholarly journals INDONESIAN STUDENT TEACHERS’ CRITICAL THINKING SKILLS IN TEXT ANALYSIS WITH CDA APPROACH

2019 ◽  
Vol 7 (3) ◽  
pp. 424-431
Author(s):  
Dwijani Ratnadewi ◽  
Sofi Yunianti
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Text Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Communication Analysis ◽  
Critical Skills ◽  
Political Speeches ◽  
The Impact

Purpose of Study: The present study investigated the impact of critical discourse analysis (CDA) on Indonesian students teachers’ critical thinking skills in their final projects. Methodology: The study analyzed four final projects of student teachers text analysis. It was a qualitative meta-study applying four stages of Brengtsson'scontent analysis. These student teachers analyzed the world leaders’ political speeches and lawyers’ arguments in court using the CDA approach. Results: The result of the analysis indicated that 58.3% of the students got the Proficient Level achievement, spreading from the critical skills of communication, analysis (interpretation) and synthesis. Implications/Applications: The result illustrates that text analysis with CDA devices positively influenced the student teachers’ critical thinking skills. Meanwhile, 75% of them were at low achievement, at the Emergent level, for Reflection (Self-regulating) skills, due to the fact that these students were not accustomed to observing their own analysis.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2019 ◽  
pp. 119-137
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

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