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.

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.

scholarly journals Education for civil society or democracy

2006 ◽  
Vol 38 (2) ◽  
pp. 445-455 ◽  
Author(s):  
Zoran Avramovic
Keyword(s):  
Civil Society ◽  
Theoretical Foundation ◽  
Modern Society ◽  
Single Subject ◽  
Pluralistic Society ◽  
Education Teacher ◽  
Good Citizen ◽  
School Practice ◽  
Single Vision

This paper is a scholarly debate on theses which equate the concepts of "civil society" and "democracy". The main objection put forward against the concept of education for civil society is its ideological nature. The paper analyses theoretical and empirical difficulties of the concept. In the first place, "civil society" concept is not identical to "democracy" concept. The author contests the claim that a good citizen ideal is a general ideal of modern society. A claim is put forward that there is no significant pedagogical or didactic difference between a civil education teacher and teachers of other subjects. The paper also points out some outstanding problems in school practice of civil education as a proof that the concept does not have a valid theoretical foundation. The call for civil education not to be limited to a single subject has been contested by the argument that a single vision of a desirable society can lead into doctrinal and ideological bigotry and not democratic pluralistic society. .

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.

Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

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 Contradictions in a distance course for a marginalized population at a Middle Eastern university

2012 ◽  
Vol 13 (2) ◽  
pp. 77 ◽  
Author(s):  
Irshat Madyarov ◽  
Aida Taef
Keyword(s):  
Critical Thinking ◽  
Activity Theory ◽  
Human Activity ◽  
Middle Eastern ◽  
Negative Consequences ◽  
Related Activity ◽  
Activity Systems ◽  
Similar Distance ◽  
English Speaking ◽  
Practical Implications

<p>This study explores six cases of non-native English speaking students engaged in a distance English-medium course on critical thinking at a university in Iran. Framed within activity theory, the study investigated students’ course-related activity systems with a particular focus on contradictions that underlie any human activity. The construct of contradictions provides a theoretical lens to understand a web of relationships among a number of elements in course-related activities situated in a cultural-historical setting beset with political controversies, technological challenges, and needs for a bilingual curriculum. The findings indicate that all student participants had multiple activity systems within the course environment. Most participants had primary, secondary, and quaternary contradictions that had positive and negative consequences on the expansion of their activity systems. Discussion also includes practical implications for the distance university under study that could potentially be applied to similar distance schools.</p>

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 Od savjetodavnog rada do pedagoškog savjetovanja u školi

2015 ◽  
Vol 10 (1.) ◽  
Author(s):  
Ružica Pažin-Ilakovac
Keyword(s):  
Technology Development ◽  
Modern Society ◽  
Human Values ◽  
Cultural Phenomenon ◽  
School Programs ◽  
Similarities And Differences ◽  
Practical Implications

The needs for counseling are significantly increasing in modern society. Pedagogy emphasizes these processes, primarily by integrating its classical conversation methods enriched with specific educational attitude and communication in this complex cultural phenomenon. In school programs these names are noticeable: advisory work, pedagogical conversation, counseling talk and counseling. Although in joint interactive, communicational and didactic framework, their conceptual-categorical and applicative-practical distinction is important. The aim of this study is to contribute to the structuring theme by clarifying the scientific and theoretical similarities and differences of those concepts illustrated with practical implications. The accent will be on the pedagogical counseling as their midfield process in the curriculum directed towards the student. In today's culture characterized by materialism, individualism, speed and technology development, human values and humanity should be constantly promoted, and all forms of pedagogical counseling strongly contribute to these efforts.

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