Temat: thinking - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Cultural dimension of individualism and collectivism and its perceptual and cognitive correlates in cross-cultural research
Autorzy:: Čeněk, Jiří
Powiązania:: https://bibliotekanauki.pl/articles/628761.pdf
Data publikacji:: 2015
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: individualism,collectivism, holistic thinking analytic thinking, culture
Opis:: This paper reviews the current findings on the dimension of individualism/collectivism, which might be a useful tool for the comparison of different cultures and for the investigation of the effect of culture as a psychological concept on individual mental processes. The validity and reliability of the concept of the dimension of individualism/collectivism is discussed. The related theory of analytic and holistic thinking is introduced within a framework of extensive comparative research in the field of cross-cultural psychology. Several interesting research designs on cross-cultural differences in cognition and perception are described. The empirical part contains a short report of research conducted on a sample (N=92) of Czech and Czech Vietnamese university students using a scale of horizontal and vertical individualism/collectivism (Bartoš, 2010). The results do not fully support the traditional view of individualistic Europeans and collectivistic Asians.
Źródło:: Journal of Education Culture and Society; 2015, 6, 2; 210-225
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES
Autorzy:: Valavičienė, Natalija
Penkauskienė, Daiva
Pivorienė, Jolanta
Railienė, Asta
Merfeldaitė, Odeta
Sadauskas, Justinas
Jegelevičienė, Violeta
Indrašienė, Valdonė
Powiązania:: https://bibliotekanauki.pl/articles/628635.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: critical thinking
skills
dispositions
study programmes
Opis:: Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme makers. Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 121-132
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Philosophy of Education in Postmetaphysical Thinking
Autorzy:: Kondrla, Peter
Maturkanič, Patrik
Taraj, Martin
Kurilenko, Viktoria
Powiązania:: https://bibliotekanauki.pl/articles/18105017.pdf
Data publikacji:: 2022-09-27
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: postmetaphysical thinking
innovation of educational process
educational goals
Opis:: Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. The new understanding of education helps to orient the educational process in the family and school towards the person of the pupil and the development of his real possibilities. Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Attention is paid to the understanding of the pupil, the teacher, the process of education, and the goal of education. The pupil is interpreted as a person who has individual and original abilities. The process of education is understood as the development of the individual abilities of the pupil. The objective of education is determined on the basis of the pupil's abilities. The aim of upbringing is not predetermined. The openness of pedagogical practice necessitates the openness to continuous updating of educational and training methods. Results and conclusion. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students' individual abilities. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted. Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge. Pedagogy based on a postmetaphysical approach educates pupils whose value is based on human nature. Each pupil is accepted according to his individual abilities. He is an original and authentic human being.
Źródło:: Journal of Education Culture and Society; 2022, 13, 2; 19-30
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Homo culturalis versus cultura animi
Autorzy:: Maturkanič, Patrik
Tomanova Cergetova, Ivana
Kondrla, Peter
Kurilenko, Viktoria
Martin, Jose Garcia
Powiązania:: https://bibliotekanauki.pl/articles/1878407.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: culture
man
thinking
Universum
soul
death
brotherhood
love
Opis:: Presented study deals with the cultural dimension. It analyses external and internal human activities, that are creating the polarity develop values. The aim of the study is to clarify and connect the theoretical level of thinking with the reality of life practice, which shows the true meaning of human existence. Concept. The study highlights the importance of human thinking and decision making. Through the actions, one develops and creates the values of human dignity. The study focuses on the importance of two dimensions (horizontal and vertical dimensions of man), the relationship of man to God. Human culture includes behavior that can be learned and is shaped by the environment in which one lives. This contribution is to clarify a culture of thinking that is a reflection of the soul of human being. Since culture is not only a matter of individual dispositions but also of social reality, it is right to underline this dual aspect of the plurality dimension (Binetti et al., 2021). Conclusion. The study identifies a fundamental aspect of the culture's values, which show the potential of the soul of every human being. Human values influence thinking and actions of human being, thus creating the image of God.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 51-58
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Environmental attitudes and ecological anthropocentrism: a new challenge in environmental higher education
Autorzy:: Miklós, Attila
Powiązania:: https://bibliotekanauki.pl/articles/628050.pdf
Data publikacji:: 2014
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: environmental attitudes, anthropocentrism, evolutionary thinking, sustainability, ecological systems
Opis:: The human-centric nature of environmental thinking is a highly successful adaptation, which has biological, historical, cultural origins. The dichotomy of anthropocentrism and ecocentrism are what ultimately determine ecological attitudes. This nationally representative study presents how students in Hungarian environmental education bachelor programs view the human’s taxonomic position in the world (hierarchies, kinship), throughout evolution (determining possible directions, distancing from other organisms), the role of human power, and our rights of intervention in the environment. It shows what kind of knowledge students arrive with from public education, how they think about handling confl icts, and what impact their acquired knowledge during university years has on their environmental attitudes. It was found that at least two-thirds of students evaluated natural environmental processes, problemsand their consequences with anthropocentric preferences – in contrast to scientifi cally accepted theses.
Źródło:: Journal of Education Culture and Society; 2014, 5, 1; 28-40
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Challenges and Current Issues of Education in the Era of Digital and Technological Changes
Autorzy:: Lesková, Andrea
Uličná, Zuzana
Tkáčová, Hedviga
Leka, Klodiana
Alvarez Mateo, Daniel
Powiązania:: https://bibliotekanauki.pl/articles/18730923.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: education
media
child
youth
digital dementia
critical thinking
Opis:: Aim. The aim of the article is to map out the current issues related to education in the era of digital and technological changes on the basis of theoretical and research findings. Methods. The published article is based on the theoretical and research findings of various authors and offers a critical reflection on some selected current aspects of education in the digital world, such as the problem of digital dementia and digital intelligence, the addiction associated with it, parenting styles, the development of critical thinking and the formation of a value system. Results. Creating an analysis that explores the current challenges of education in the digital age. Analysing the selected most frequent problems of the subject matter, primarily from the point of view of ethics, sociology, and psychology, based on several researches reflecting the risks of using modern technology and digital media. Conclusion. It is necessary to guide the child from early childhood to build values, critical thinking, but also own self-esteem and empathy. Since the foundations for a child's education are laid in the family, it is precisely family education that can (un)prepare the child for entering the world of digital media and its optimal functioning in it. Cognitive value. The technologies that children and today's young people use in their daily lives affect not only their physical, but especially their psychological health, self-esteem, and critical thinking. As such, it can be beneficial for further building and developing the theory and at the same time be a basis for additional research.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 319-327
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: What is the research impact of (the ideal of) scientific truth?
Autorzy:: Brauer, Rene
Dymitrow, Mirek
Worsdell, Filipe
Walsh, John
Powiązania:: https://bibliotekanauki.pl/articles/1878431.pdf
Data publikacji:: 2021-09-25
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: research impact
unintended consequences
sociology of science
evolutionary thinking
Opis:: Aim. This paper elucidates how the emergent impact agenda is slowly but surely changing the normative framework of modern Western science. Method. The paper investigates conceptually the implications of the impact agenda for the research process. We outline a chronology around the evaluation regime of research impact and identify the causal mechanisms that change the disciplinary structure of the research ecosystem. We draw upon a sociological model of scientific knowledge production to contrast and discuss how impact facts mimic the process of scientific knowledge production but are geared towards a different end. Results. Our findings indicate that an explicit emphasis on societal contribution not only propositions a different purpose of research, but also changes the logic of research along its entire construction. The impact logic mimics the creation of scientific facts; nevertheless, as it is geared towards a different end, it hermetically seals itself from criticism as any form of scrutiny would otherwise undermine its own legitimacy. Conclusion. We conclude that only explicit acknowledgement of the adverse potential of the impact agenda can maintain science’s benefit to society. We argue that an emphasis on the advancement of knowledge, as opposed to impact, can maintain innovation and preempt social tension. The contribution of this paper lies in identifying the societal influence of the scientific ideal of truth, and articulating the unintended consequences of the impact agenda as the emerging impact or starve paradigm.
Źródło:: Journal of Education Culture and Society; 2021, 12, 2; 113-136
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Design Thinking in Pedagogy
Autorzy:: Luka, Ineta
Powiązania:: https://bibliotekanauki.pl/articles/628265.pdf
Data publikacji:: 2014
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: design thinking, problem-solving, creativity, innovation, teamwork, skills development
Opis:: The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.
Źródło:: Journal of Education Culture and Society; 2014, 5, 2; 63-74
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: The Role of Digital Technologies in Building Research Competencies of Future Doctors of Philosophy
Autorzy:: Оliinyk, Iryna
Bidzilya, Yuriy
Solomin, Yevhen
Shapovalova, Halyna
Hetsko, Hanna
Powiązania:: https://bibliotekanauki.pl/articles/18740538.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: information technologies
scientific research
research process
critical thinking
technical competence
Opis:: Aim. Digital technologies support learning, so the search for innovative approaches is ongoing. The aim of the research is to study the role of digital technologies in developing research competencies of future Doctors of Philosophy (PhDs). The aim was achieved through the Likert scale, calculation of the variability coefficients, the level of acquired knowledge and Cohen’s kappa coefficient, correlation index. Methods. Continuous study of the methodological foundations of scientific research was provided through the iSpring Market, and Comindwork online programmes. Learning English involved using the BBC Learning English application, while OpenLearning was used to develop knowledge on the dissertation topic. Results. It was determined that the respondents who studied pedagogy, psychology, social work (Group 1) expanded their basic knowledge the most (21%). Respondents who studied journalism (Group 2) developed autonomous learning (23%). The future PhDs acquired knowledge in three subjects at a high level, contributing to developing professional competencies. Conclusions. The practical significance of the research is in developing training for PhDs with the use of digital technologies. The research prospects are related to comparing the effectiveness of training of first- and second-year PhDs as a result of the use of innovative technologies.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 268-284
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Intervention in teaching reading in a foreign language:
Autorzy:: Gadušová, Zdenka
Pavlíková, Martina
Havettová, Romana
Powiązania:: https://bibliotekanauki.pl/articles/1366511.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: reading comprehension
English text
intervention programme
divergent thinking
ambiguity tolerance
Opis:: Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 297-313
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 11.

Tytuł:: Typy zadań polonistycznych kształtujących twórcze myślenie uczniów w perspektywie psychodydaktycznej na przykładzie konkursów Złota Żabka i Złota Żaba
Types of Polish language tasks shaping creative thinking in students from a psychodidactic perspective on the example of Złota Żabka and Złota Żaba competitions
Autorzy:: Czechowska, Zuzanna
Powiązania:: https://bibliotekanauki.pl/articles/459687.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: twórczość, twórcze myślenie, twórcza postawa, myślenie dywergencyjne, konkursy polonistyczne, edukacja polonistyczna
creativity, creative thinking, creative attitude, divergent thinking, Polish language competitions, Polish language education
Opis:: Aim. The aim of the research was to indicate/identify types of Polish language tasks which may support and develop creative thinking in students at the second and third level of education. Methodology. Competition papers from Złota Żabka (competition dedicated for primary school students) and Złota Żaba (middle school edition) in the Polish language constitute the subject of the research. The sentences taken from the 1991-2016 competition papers were analyzed. The classification of tasks from the competition papers was applied and used to identify types of Polish language tasks shaping creative attitudes in students. In the research the findings of Edward Nęcka, a researcher on creativity psychology, on intellectual processes constituting creative thinking (deduction, induction, transformation, metaphorisation, creation of associations, abstract thinking) were used. Results: The analysis of the material has shown that there are a lot of tasks which shape and develop creative thinking in Złota Żabka and Złota Żaba competition papers. The authors of the competitions propose activities which motivate intellectual operations connected with creative thinking and take into account participants’ divergent thinking. The typology of tasks in Złota Żabka and Złota Żaba competition is assumed to be partially also the typology of tasks shaping and developing creative attitudes in students. Conclusions: Education plays a special role in shaping creative thinking which is a disposition that every human possesses at a certain level. Didactic activities (tasks motivating intellectual processes leading to creative thinking, taking into account divergent thinking, containing instructions which evoke positive attitude to the problem being solved) which are planned and thought over may support creative thinking in adolescents.
Cel badań. Celem badania było wskazanie typów zadań polonistycznych, które mogą wspierać i rozwijać twórcze myślenie uczniów na drugim i trzecim etapie edukacyjnym. Metoda. Przedmiot badań stanowiły arkusze konkursów Złota Żabka (konkurs adresowany do uczniów szkoły podstawowej) i Złota Żaba (edycja przeznaczona dla gimnazjalistów) w dziedzinie języka polskiego. Przeanalizowane zostały zadania z konkursów przeprowadzonych od 1991 do 2016 roku. Podczas badania materiału zastosowano klasyfikację zadań pojawiających się w arkuszach i według nich określano typy zadań polonistycznych kształtujących twórcze postawy uczniów. W tym celu posłużono się ustaleniami Edwarda Nęcki, badacza psychologii twórczości, na temat procesów intelektualnych wchodzących w skład twórczego myślenia (dedukcja, indukcja, przekształcanie, metaforyzowanie, dokonywanie skojarzeń, abstrahowanie). Wyniki. Analiza materiału wykazała, że w arkuszach konkursów przedmiotowych Złota Żabka i Złota Żaba znajduje się wiele zadań, które kształtują i rozwijają twórcze myślenie. Autorzy konkursów proponują aktywności, które motywują do uruchomienia operacji intelektualnych związanych z twórczym myśleniem i dopuszczają myślenie dywergencyjne uczestników. Przyjmuje się zatem, że typologia zadań pojawiających się w konkursach Złota Żabka i Złota Żaba stanowi równocześnie typologię, choć niepełną, zadań kształtujących i rozwijających twórcze postawy uczniów. Wnioski. Twórcze myślenie jest dyspozycją naturalną dla każdego człowieka, ale nie każdy korzysta z niej w równym stopniu. Szczególną rolę w jego kształtowaniu odgrywa edukacja. Zaplanowane i przemyślane działania dydaktyczne mogą bowiem wspierać twórcze myślenie dorastających ludzi (m.in. zadania motywujące do uruchomienia procesów intelektualnych prowadzących do twórczego myślenia; dopuszczające myślenie dywergencyjne; zawierające polecenia, które wywołują pozytywne nastawienie do rozwiązania problemu).
Źródło:: Ogrody Nauk i Sztuk; 2017, 7; 179-191
2084-1426
Pojawia się w:: Ogrody Nauk i Sztuk
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 12.

Tytuł:: Power as knowledge. The reverse logic of the post-scientific world
Autorzy:: Kobylarek, Aleksander
Powiązania:: https://bibliotekanauki.pl/articles/628289.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Demokratur
post-scientism
stupefaction
government by ignoramuses
publicness
critical thinking
Opis:: This article deals with the causes and effects of a surrender to anti-science in social development. Populist governments support the idea of anti-science in an attempt to win over poorly-educated electors. The text analyses the fundamental characteristics of the pressure mechanisms adopted by populist movements, and points to the system of measures in various spheres which help in fostering general ignorance and support anti-scientific operations. For the agents of power science, and the system of values which accompanies it, becomes a target to attack. Simultaneously, for the average person scientific knowledge ceases to be the basis of analysis and interpretation of different phenomena. Anti-science regimes support anti-science movements in order to manipulate society and disrupt potential opposition. This is possible thanks to superficial education and not enough emphasis on critical thinking within the education system, because less discerning citizens will go along with an anti-science regime. Analysis leads to the conclusion that the narrow short-term material interest of the regime is its only value, to which all others are subordinated, including Plato’s triad. In the face of a lack of understanding on the part of the authorities, education based on episteme is not possible, at least not entirely. This article suggests the need for change in the philosophy of education to one where the major emphasis is on quality and prioritised content.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 5-14
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 13.

Tytuł:: Learning Continuity during COVID-19 Pandemic using the Virtual Classroom – A Cross-border experimental Multi Case Approach
Autorzy:: Hasan, Khandakar Kamrul
Mukherjee, Debarshi
Saha, Mahasweta
Powiązania:: https://bibliotekanauki.pl/articles/1366411.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Virtual Classroom
e-Learning
Blended Learning
Design Thinking
Learning Gain
Opis:: Aim. The global pandemic of the COVID-19 outbreak and the subsequent nationwide lockdown have put the endeavours of both academicians and students to the test. The disruptions are even visible in andragogical approaches across higher education institutions both nationally and internationally. Two government-funded universities in India and Bangladesh have decided to explore avenues to switch to an alternative e-platform overcoming the challenges of traditional classroom teaching. The business management faculties of both universities exercise blended learning modules using a design thinking approach. Methods. This exploratory case study involves university students and teachers reflecting the knowledge delivery mechanism in a collaborative online workspace called Virtual Classroom. The authors have adopted the case method to identify evidence-based practices to improve learning gain. This case is motivated by the profound idea of learning continuity where the agenda of teaching-learning should remain status quo as much as possible, even under the constrained situation. Results and Conclusion. This study confirms that the use of curriculum-based blended learning modules based on a design thinking approach is gaining momentum to offer courses in which videoconferencing is a useful tool, as an addition to present methods of teaching inside the classroom, to strengthen learning and to inspire students to practice learning. Acceptance of technology has made learning accessible and pervasive, bridging the digital divide. Originality. It is a pioneering effort to measure the effectiveness of the online learning of two public-funded universities across borders with similar demographics and challenges. This case makes an original contribution through its observation that even the traditional and public-funded universities erstwhile functioning through purely offline mode are gradually switching to online mode. This case also highlights the imminent need for policymakers to augment and integrate blended learning tools with design thinking approaches for tertiary education to reduce the intermittent use of technology, thereby assuring higher learning gain for the students.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 335-354
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 14.

Tytuł:: Cultivating Critical Thinking in Literature Classroom Through Poetry
Autorzy:: Azizi, Mahmoud
Azizi, Neshat
Lewandowska, Elwira
Majda, Peter
Gosteva, Yulia Nickolaevna
Powiązania:: https://bibliotekanauki.pl/articles/18055660.pdf
Data publikacji:: 2022-06-30
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: critical thinking skills
literature
poetry
modern education
transversal competencies
life skills
Opis:: Aim. The development of learners' CT is considered to be one of the most important skills in today’s fast pacing world. It has also been regarded as the mainstay of and an important component of literature teaching. However, this is one of those areas that was overlooked mainly in eastern culture in general and in the EFL classrooms in particular. Methods. To this end, to foster learners' critical thinking skills, a poetry program was specifically designed to draw learners’ attention towards the significance of CT. Through a case study approach, a poetry program with a focus on culture-specific information was incorporated into the course. Four female students were engaged in a number of tasks in which they gradually learned to think critically through reflecting on and evaluating the assigned poems. A checklist was generated and used to observe and rate students’ CT before and after the intervention through teacher diaries. Results and conclusion. Analysis of the case study data indicated that students’ CT had improved and they developed good critical habits as a result of their involvement in the intervention. Thus, it was concluded that poetry could be regarded as a useful and effective source for developing critical thinking skills among students.
Źródło:: Journal of Education Culture and Society; 2022, 13, 1; 285-298
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 15.

Tytuł:: The Impact of Philosophical Literary Stories in the Development of Creativity in Relation to Nature Protection and Sustainable Development
Autorzy:: Borisová, Simona
Pintes, Gábor
Powiązania:: https://bibliotekanauki.pl/articles/18746352.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Philosophy for Children
philosophical literary story
creative thinking
sustainable development in education
Opis:: Aim. The paper is focused on the area of philosophical literary stories included in the educational programme Philosophy for Children. The paper aims to identify, reflect and analyse the categories of creative thinking in such stories. Methods. The main method through which we deal with categories of creative thinking is represented by the interpretation of the literary text in several philosophical stories. An additional method is the analysis of documents – individual books containing philosophical literary stories. Results. The analysis of several stories shows that creative thinking in philosophical literary stories is identified in the categories of imagination, applicability, originality, surprise, experimentation, encouragement of the creativity of others and imaginativeness. The major characters are using original solutions to problems, they are able to apply the solved problem to a new situation, ask questions and their thought processes are often surprising. Problematic to determine is the category of imagination, with which the character can think about a possible world or problem solving. Conclusion. In contrast to the classical aesthetic literary text, this specific type of text brings the reader model solutions to many problems of everyday life. The focus of the Philosophy for Children can also aim at ecological and environmental issues and individual participants in the community of inquiry are thus encouraged to stimulate their creativity in the field of nature protection and sustainable development from an early age.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 365-379
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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