Rozumowanie postformalne u studentów w wieku 19-24 lat

Inadequacy of the Piaget’s model of cognitive development towards the reasoning of the adults is revealed in many contemporary conceptions of the development of thinking. Most of them concentrate on the chosen aspects of thinking. The aim of the theoretical assumptions and empirical research was the synthetic characterisation of reasoning in the period of early adulthood, with students at the age of 19-24 as participants in the research. A few models of the evolution of cognitive structures constitute the theoretical basis of the empirical part. The most important among them are: the metasystematic reasoning conception of Commons et al. (1982) and the relativistic and dialectical conception of Basseches (1984). On the material, obtained as a result of applying the Polish version of the questionnaire of Commons et al., there has been undertaken a successful attempt to recognize the post-formal structures in the form of systematic, metasystematic, relativistic and dialectical thinking. In the period of early adulthood there appears a qualitatively new stadium of the reasoning development. Simultaneously one can say that the development of reasoning is multidimensional: different patterns of thinking coexist in the intellectual processes of adult people.