Open AccessCRITICAL THINKING IS THE KEY TO THE SUCCESS OF PEDAGOGICAL ACTIVITY
Author(s) -
Алла Барбінова
Publication year - 2018
Publication title -
vitoki pedagogìčnoï majsternostì
Language(s) - English
Resource type - Journals
eISSN - 2616-6623
pISSN - 2075-146X
DOI - 10.33989/2075-146x.2018.22.184359
Subject(s) - critical thinking , vertical thinking , parallel thinking , critical systems thinking , convergent thinking , systematic process , lateral thinking , epistemology , flexibility (engineering) , psychology , process (computing) , divergent thinking , consistency (knowledge bases) , independence (probability theory) , social psychology , creativity , mathematics education , computer science , creative thinking , mathematics , work in process , philosophy , statistics , operating system , artificial intelligence , marketing , business
The article analyzes the concept of "critical thinking", substantiates the psychological and pedagogical principles of the development of critical thinking among teachers. Considered properties of critical thinking. Identified the main feature of critical thinking. It is established that on the basis of the ability of a person to think critically there are the following properties: freedom and independence (the ability to express an idea independently of others); the ability to critically process diverse information, where the latter is the starting point, and not the ultimate point of development for the development of own balanced thought; identify important issues and issues to be addressed; find the solution to the problem itself, use convincing arguments and support it with reasonable evidence, assume responsibility; exchange their own thoughts with others, discuss, argue, deepen, or modify their position based on strong arguments of the opponents.The basis of critical thinking is the individual features of human thinking, namely: independence of thinking, critical thinking, flexibility of thinking, depth of thinking, breadth of thinking, consistency of thinking, speed of thinking. It is proved that the formation of critical thinking in educators - is a multidimensional, systematic and long process of transition from a dogmatic type of thinking to a critical type of thinking of the personality of the teacher.