DEVELOPMENT OF STUDENTS' CRITICAL THINKING DURING TEACHING OF THE COURSES «PHILOSOPHICAL STUDIES» AND «LOGIC»

Abstract

The article examines the features of the formation of critical thinking of students of higher education institutions in the process of teaching the disciplines «Philosophical Studies» and «Logic». The didactic potential of these courses is analyzed, key methods and approaches that contribute to the development of analytical abilities, reasoned thinking and reflection skills are identified. Practical recommendations are proposed for improving the educational process.

The purpose of the article is the theoretical understanding and justification of effective approaches to the development of students' critical thinking in the process of teaching the courses «Philosophical Studies» and «Logic».

Methodology. The theoretical and methodological basis for the study of the development of students' critical thinking in the process of teaching the courses «Philosophical Studies» and «Logic» is a set of general scientific and special approaches, principles and methods that provide a comprehensive analysis of the problem under study. Among them: a systemic approach, which allows us to consider critical thinking as a holistic multi-component formation, which includes cognitive, operational and motivational components; a comparative approach, which makes it possible to identify significant differences between courses; a competency-based approach, focused on the formation of students' ability to apply knowledge of philosophy and logic in practical activities; an activity-based approach, which involves the development of thinking through active cognitive activity of students; an interdisciplinary approach, which ensures the integration of knowledge of philosophy, logic, pedagogy and psychology.

The theoretical basis of the study is the provisions of the concepts of critical thinking developed by such scientists as John Dewey, Robert Ennis, Diana Halpern, Matthew Lipman, as well as the works of Ukrainian scientists, in particular Oleksandr Tyaglo and Serhiy Terno.

Scientific novelty of the study lies in the comprehensive substantiation of the theoretical and methodological principles of the development of students' critical thinking in the process of teaching the courses «Philosophical Studies»» and «Logic». The feasibility of integrating the content of the courses «Philosophical Studies» and «Logic» as a holistic didactic system for the formation of students' critical thinking has been substantiated and a structural and functional model of the development of students' critical thinking has been developed, combining philosophical-reflective and logical-analytical components. The theoretical understanding of the essence of critical thinking as an integrative quality of the personality, which is formed at the intersection of philosophical reflection and logical analysis, has been further developed.

Conclusions. The courses «Philosophical Studies» and «Logic» have significant potential in forming students' critical thinking. Their effectiveness depends on the use of interactive teaching methods, orientation on the practical use of knowledge and creation of conditions for active cognitive activity of students. Integration of the content of these disciplines contributes to the development of deep, systematic and independent thinking, which is a key competence of a modern specialist.