scholarly journals Influence of cultural and educational traditions on critical thinking formation practices

Neophilology ◽  
2021 ◽  
pp. 735-742
Author(s):  
Irina N. Sertakova
Keyword(s):  
Critical Thinking ◽  
Cultural Values ◽  
Intrinsic Value ◽  
Educational Practice ◽  
Philosophy For Children ◽  
Educational Values ◽  
Important Place ◽  
Close Relationship ◽  
Key Aspects ◽  
Cultural Reality

We consider the cultural and philosophical aspects of critical thinking and scientific approaches to them in the classical and postclassical philosophy of education. We characterize the specific features of thinking and requirements for it within the framework of the traditional and new models of educational values. We note that in the culturological value context an important place is occupied not by individual models as an intrinsic value, but by the presence of continuity, the implementation of the principles of complementarity and interdependence of “traditional” and “modern”. We analyze the concepts of “culture of thinking” and “culture of education”. We pro-vide definitions and levels of critical thinking in their relation to universal human cultural values, taking into account the awareness of the multipolarity of world. We propose an approach to solv-ing problematic issues related to the formation of critical thinking, in accordance not only with his-torically established philosophical doctrines about thinking, but also with cultural and educational traditions. As an example of the traditions influence of culture of thinking on the critical thinking formation, such educational practice as “Philosophy for Children” is given. We substantiate the choice of programs and methods of philosophizing with children based on cultural reality and spi-ritual problems (intellectual, political, ethical, etc.), characteristic of a particular state. We con-clude that there is a close relationship between cultural and educational traditions and key aspects of the critical thinking formation.

scholarly journals Conceptual Principles of Education for Sustainable Development

2020 ◽  
Vol 9 (2) ◽  
pp. 99-114
Author(s):  
Iryna Karpan ◽  
Nataliia Chernikova ◽  
Tetiana Motuz ◽  
Boris Bratanich ◽  
Tetiana Lysokolenko
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Cultural Values ◽  
Educational Practice ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Educational Activity ◽  
Development Environment ◽  
Important Place ◽  
Subjective Value

Education has an important place in transitional strategy of society to sustainable development that is proved by many international acts. In the outlines of modern approaches, education for sustainable development is characterized as innovative concept of changes to educational activity, as mechanism of realization of strategy of sustainable development, as instrument of modernization of educational practice, as one of the basis of modern educational quality and continuity standards. National system of global aims for consolidation of society of sustainable development with an accent on the significance of educational matter was created in Ukraine. Education for sustainable development is characterized by being part to structure creating social institutes of modern society, transversality, subjective direction, integrativity, forward-looking character. This vector of education research is same with global man’s intentions of civilization development – increase in human’s value in all spheres of life, developing of democratic management, constructive cooperation and communication, etc. Among multidimensional potential of researched phenomenon the most practical value has environmental education. As for today, environmental education is a practical mechanism of transformation of educational system on the principles of sustainable development. Environmental education is seen as an instrument for systematic formation of man’s basic attributes for being part of education for sustainable development field – critical thinking, environmental worldview, subjective-value approach to environment, eco-cultural values. Cumulative result of environmental education is formation of environmental culture.  Key words: education, sustainable development, environment, ecology, synergetic, culture, humanism.

scholarly journals Resilience from coastal protection

2015 ◽  
Vol 373 (2053) ◽  
pp. 20140383 ◽  
Author(s):  
Lesley C. Ewing
Keyword(s):  
Cultural Values ◽  
San Francisco ◽  
Coastal Communities ◽  
Coastal Hazards ◽  
Community Safety ◽  
Coastal Protection ◽  
Shore Protection ◽  
Coastal Community ◽  
Effective Community ◽  
Key Aspects

Coastal areas are important residential, commercial and industrial areas; but coastal hazards can pose significant threats to these areas. Shoreline/coastal protection elements, both built structures such as breakwaters, seawalls and revetments, as well as natural features such as beaches, reefs and wetlands, are regular features of a coastal community and are important for community safety and development. These protection structures provide a range of resilience to coastal communities. During and after disasters, they help to minimize damages and support recovery; during non-disaster times, the values from shoreline elements shift from the narrow focus on protection. Most coastal communities have limited land and resources and few can dedicate scarce resources solely for protection. Values from shore protection can and should expand to include environmental, economic and social/cultural values. This paper discusses the key aspects of shoreline protection that influence effective community resilience and protection from disasters. This paper also presents ways that the economic, environmental and social/cultural values of shore protection can be evaluated and quantified. It presents the Coastal Community Hazard Protection Resilience (CCHPR) Index for evaluating the resilience capacity to coastal communities from various protection schemes and demonstrates the use of this Index for an urban beach in San Francisco, CA, USA.

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

scholarly journals Philosophy for Children and the Incidence of Teachers’ Questions on the Mobilization of Dialogical Critical Thinking in Pupils

2017 ◽  
Vol 08 (06) ◽  
pp. 870-892 ◽  
Author(s):  
Marie-France Daniel ◽  
Karima Belghiti ◽  
Emmanuèle Auriac-Slusarczyk
Keyword(s):  
Critical Thinking ◽  
Philosophy For Children

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

Restoring the Mauri of Oruarangi Creek

2003 ◽  
Vol 48 (7) ◽  
pp. 129-137 ◽  
Author(s):  
M. Mills
Keyword(s):  
Cultural Values ◽  
Indigenous Peoples ◽  
Community Involvement ◽  
Indigenous Communities ◽  
Management Process ◽  
Community Based ◽  
Riparian Management ◽  
Community Based Programs ◽  
The World ◽  
Key Aspects

In recognition of the societal and cultural values of ecological restoration several community-based programs have been developed throughout the world. In particular those with interests in the field of freshwater and riparian management have developed numerous programs to encourage community involvement in their management. While each of these programs gives de facto recognition to an ethos typically espoused by indigenous peoples, the concerns, values and localised knowledge of indigenous peoples continues to remain excluded from the management process. In documenting key aspects of the proposed restoration of Oruarangi Creek this paper aims to provide an example of how the concerns, values and knowledge of local indigenous communities can form a major component of the restoration process.

scholarly journals Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

Nevil Shute and the Decline of the Imperial Idea' In Literature

1977 ◽  
Vol 16 (2) ◽  
pp. 121-142 ◽  
Author(s):  
Donald Lammers
Keyword(s):  
Cultural Values ◽  
Second World War ◽  
Charles Kingsley ◽  
World War ◽  
Literary Response ◽  
Important Place ◽  
Social Facts ◽  
The Social ◽  
Second World ◽  
Beliefs And Attitudes

After John Buchan, Nevil Shute. In the long progression of popular British writers who have woven stories around the social facts and cultural values of empire, a progression which extends from Charles Kingsley and G. A. Henty through Paul Scott and, arguably, Ian Fleming, Nevil Shute occupies a distinguishable and important place. Both in his own right and as a representative figure he deserves analysis on account of his part in the literary re-statement of what has fairly been called the ‘imperial idea,’ that matrix of assumptions, beliefs, and attitudes which had sustained and rationalized the endeavors of several generations of politicians, publicists, and civil servants, but whose relevance to Great Britain's circumstances after the Second World War was increasingly open to doubt. This essay offers the elements of such an analysis and suggests some lines along which further inquiry might proceed.For at least a decade before his death in January 1960, Nevil Shute had been the best selling of English novelists. Altogether, his nearly two dozen works of light fiction have sold over 14 million copies. When he died his books were earning him an income of about $175,000 a year. Such extended popularity can hardly have been fortuitous. Without venturing too far into the psychology of literary response, it seems reasonable to conclude that Shute must have gauged accurately the issues and situations which, imaginatively presented, would interest his readers, and further, that he must have expressed in his work a pattern of values which conformed generally to their moral predispositions (or at least did not offend them.) Hence it should prove worthwhile to take a close and comprehensive look at his themes and ideas on the premise that they can tell us something useful about his audience.

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