Skocz do pozycji: 1.

Tytuł:

Culture Contact, Adult Learners’ Critical Thinking, and Critical Thinking Use | A Sociocultural Perspective on Adult Education

Autorzy:

Azadi, Hadiseh

Powiązania:

https://bibliotekanauki.pl/articles/51450705.pdf

Data publikacji:

2024-08-21

Wydawca:

Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW

Tematy:

culture contact
critical thinking
critical thinking use
sociocultural perspective

Opis:

From a sociocultural perspective of cognitive development as a dynamic social activity, this qualitative study explores the experiences of students in higher education regarding culture contact. The goal is to understand how these experiences shape their cognitive abilities, with a specific focus on the development and use of critical thinking as a higher cognitive ability, as well as how they apply critical thinking skills in a different sociocultural context. Critical thinking is presented as an ability for adult international students to navigate cultural disorientations within diverse sociocultural contexts, aiming to ultimately improve their educational outcomes (Halpern, 2013). The findings reveal that students’ interactions with diverse cultures in a different sociocultural setting shape their minds, behavior, and critical thinking abilities, leading them to adopt new and different strategies to overcome diversity.

Źródło:

Teraźniejszość – Człowiek – Edukacja; 2024, 26, 1(95); 33-54
1505-8808
2450-3428

Pojawia się w:

Teraźniejszość – Człowiek – Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Generowanie obcości, czyli recenzja współczesnej polskiej szkoły
Generating of alienation. A review of contemporary Polish school

Autorzy:

Stanek, Bartosz

Powiązania:

https://bibliotekanauki.pl/articles/950169.pdf

Data publikacji:

2013-06-16

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

education
humanism
indoctrination
discrimination
critical thinking

Opis:

The article suggests the need for education, which is free of indoctrination and imposition of authority. Changes that occurred in the Polish educational system during last twenty five years created a subtle form of indoctrination. In such situation an ethical education becomes especially necessary to develop in pupils critical thinking and shape the humanistic attitude.

Źródło:

Filozofia Publiczna i Edukacja Demokratyczna; 2013, 2, 1; 90-105
2299-1875

Pojawia się w:

Filozofia Publiczna i Edukacja Demokratyczna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Lubricating culture awareness and critical thinking through humour

Autorzy:

Takovski, Aleksandar

Powiązania:

https://bibliotekanauki.pl/articles/1955690.pdf

Data publikacji:

2021-12-30

Wydawca:

Krakowskie Towarzystwo TERTIUM

Tematy:

instructional humour
critical thinking
cultural awareness

Opis:

There is an ample evidence supporting the benefits of instructional humour, among which increased attention and interest, information retention and learning speed, more productive learning environment, a more positive image of the instructor, more efficient acquisition of linguistic and cultural competencies, an increased conversational involvement, enhanced cultural awareness and more stimulated critical thinking. However, most of the research findings rely on what is termed appropriate humor such as puns, jokes, anecdotes and alike, while potentially offensive humour that relates to sexual, ethnic, religious, political identity is generally labeled inappropriate and advised to be avoided in the classroom environment. It is in this particular context that this study seeks to test the potential of such humour, sexual and ethnic in particular, to act as a tool of increasing cultural awareness and stimulate critical thinking among university students. To do so, the study relies on an experimental class design combining few in-class and extracurricular activities created by using sexual and ethnic humour samples.

Źródło:

The European Journal of Humour Research; 2021, 9, 4; 1-19
2307-700X

Pojawia się w:

The European Journal of Humour Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

THE USE OF SOCRATIVE IN ESL CLASSROOMS: TOWARDS ACTIVE LEARNING

Autorzy:

El Shaban, Abir

Powiązania:

https://bibliotekanauki.pl/articles/940868.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Socrative
active learning
critical thinking
SRS

Opis:

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students’ active learning. In this qualitative study, Socrative, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners’ (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students’ level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students’ active learning.

Źródło:

Teaching English with Technology; 2017, 17, 4; 64-77
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

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

/5

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Skocz do pozycji: 6.

Tytuł:

Critical thinking in the intercultural context: Investigating EFL textbooks

Autorzy:

Sobkowiak, Paweł

Powiązania:

https://bibliotekanauki.pl/articles/780461.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

critical thinking
intercultural competence
EFL textbooks

Opis:

The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 4; 697-716
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

The Moderating Effect of Grit on the Relationship Between Critical Thinking and Creativity

Autorzy:

Seo, Eun Hee
Lee, HanSaem

Powiązania:

https://bibliotekanauki.pl/articles/2191738.pdf

Data publikacji:

2023-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

grit
critical thinking
creativity
moderating effect

Opis:

This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.

Źródło:

The New Educational Review; 2023, 71; 129-139
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

CRITICAL THINKING IN CURRICULUM
KRYTYCZNE MYŚLENIE W PROGRAMIE NAUCZANIA

Autorzy:

Pietrulewicz, Natalia

Powiązania:

https://bibliotekanauki.pl/articles/479411.pdf

Data publikacji:

2013-12-15

Wydawca:

Uniwersytet Zielonogórski. Instytut Inżynierii Bezpieczeństwa i Nauk o Pracy. Polskie Towarzystwo Profesjologiczne.

Tematy:

krytyczne myślenie
edukacja
critical thinking
education

Opis:

This essay introduces a comprehensive account of critical thinking that can be ascribed to the works of Richard Paul and Linda Elder, and presents guidelines and remarks that can be useful for teachers and instructors interested in designing and conducting an academic course of critical thinking. Philosophical roots of critical thinking, its perspectives and place in education, are also mentioned.
Artykuł stanowi wprowadzenie do uznanej koncepcji krytycznego myślenia przedstawionej przez Richarda Paula i Lindę Elder. Oprócz omówienia głównych założeń wspomnianej koncepcji, w tekście znajdują się wskazówki mogące zostać wykorzystane przez nauczycieli zainteresowanych stworzeniem i przeprowadzeniem kursu krytycznego myślenia. Ponadto, tekst podnosi kwestie filozoficznych korzeni krytycznego myślenia, perspektyw, jakie ono oferuje oraz miejsca jakie znaleźć może ono w edukacji.

Źródło:

Problemy Profesjologii; 2013, 2; 83-91
1895-197X

Pojawia się w:

Problemy Profesjologii

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Developing Critical Thinking in the Next Generation of Teachers at Universities:

Autorzy:

Novotna, Erika

Powiązania:

https://bibliotekanauki.pl/articles/1837663.pdf

Data publikacji:

2021-06-08

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

critical thinking
teacher training
future generation

Opis:

The world of education has changed. Information is available anywhere and at any time. It can be daunting to understand and assess it and to distinguish a hoax from objective reality. The training of future teachers at universities needs to be changed so that a graduate from a Faculty of Education will become a professional capable of teaching others how to learn. Teachers can no longer only transmit information and evaluate how students acquire it. They should make learning meaningful and guide learners toward critical thinking. The underlying assumption is that they themselves can think critically. The aim of the study is to compare the level of critical thinking in university students between two generations of students, Generation Y (Millennials) and Generation Z (the iGeneration).

Źródło:

Multidisciplinary Journal of School Education; 2021, 10, 1(19); 121-137
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Sherlock Holmes introduces critical thinking

Autorzy:

Sabade, Avani

Powiązania:

https://bibliotekanauki.pl/articles/51749675.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii

Tematy:

teaching critical thinking
pedagogy
Sherlockian deductions

Opis:

Sherlock has been admired in medical and criminal investigative education for his detection abilities. What makes him such an iconic figure is his “science of deduction and analysis”. Are there critical thinking traits in Sherlock Holmes’ method which can be used for instruction? Can Holmes be considered an exemplar of critical thinking? The argument here is that Holmes’ methods overlap with educational outcomes of critical thinking courses. A teaching activity designed to allow an exploration of the detective’s abilities in an introductory class is described here.

Źródło:

ARGUMENT: Biannual Philosophical Journal; 2020, 10, 2; 529-538
2083-6635
2084-1043

Pojawia się w:

ARGUMENT: Biannual Philosophical Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

American Education Sphere as a Space of Rational Critical Thinking

Autorzy:

Horokhov, Serhii
Horokhova, Iryna

Powiązania:

https://bibliotekanauki.pl/articles/972836.pdf

Data publikacji:

2018-09-01

Wydawca:

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie

Tematy:

critical thinking;
development of critical thinking;
education sphere;
educational society;
educational activities;
value;
education process;
universities

Opis:

One of the priority directions of the modern education process is developing of secondary and higher schools students’ critical thinking. Modern society tendencies such as constantly expanding informational space, skyrocketing role of the communicative processes and increasing amount of information form challenge of developing students’ critical thinking for the linguistic and communicative practices. Purpose. The purpose of this article is to analyze the role of critical thinking, to consider philosophical tradition of the critical thinking development, to find out what kinds of critical thinking development techniques providing special educational activities are used at universities. Methods. The methodology of this research is the comparative analysis of different kinds of critical thinking and philosophical systematization of its functions according to the specific value of critical thinking. The functional approaches to realize interdependence of critical thinking and communicative competence, the significance of the philosophical tradition of developing of the critical thinking for the linguistic and communicative practices of critical thinking are implemented in this article. The American tradition of differentiating content presentation, possible interpretations and self-assessment in the analysis of texts is systematized. The analytical method is used to find out the significance of different kinds of critical thinking development methodical techniques, provided special educational communicative activities at universities, such as: reasoning, argumentation, dialogues, debates and others. Results. Considering the importance of argumentation, its skills are taught as in high schools as well as in the US universities. Today teachers require from their students to generate and defend their views, to learn the ability of thinking independently, to formulate their own opinions with responsibility and to defend their position argumentatively. Not least in these requirements occupy argumentative communicative abilities as a way to explain and defend their arguments and critical thinking, which is one of the tools to analyze perceived information. Means of argumentation and critical thinking are improving while the whole students’ training period with the help of such means as dialogue and discussion methods in classes.

Źródło:

Intercultural Communication; 2018, 5, 2; 139-153
2451-0998

Pojawia się w:

Intercultural Communication

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Critical Thinking in Initial Teacher Education: Secondary Data Analysis from Ahelo GS Feasibility Study in Slovakia

Autorzy:

Šukolová, Denisa
Nedelová, Magdaléna

Powiązania:

https://bibliotekanauki.pl/articles/1997815.pdf

Data publikacji:

2017-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

critical thinking
initial teacher education
assessment
development

Opis:

The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.

Źródło:

The New Educational Review; 2017, 49; 19-29
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Użyteczność metod logiki nieformalnej w badaniu argumentów w dyskusjach między teistami a ateistami

Autorzy:

Trombik, Kamil

Powiązania:

https://bibliotekanauki.pl/articles/429093.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Papieski Jana Pawła II w Krakowie

Tematy:

argumentation
informal logic
atheism
theism
critical thinking

Opis:

This paper argues that methods used in informal logic (sometimes called CriticalThinking) could be helpful in examining the arguments in discussionsbetween theists and atheists. Application of the techniques of informal logiccould reveal the substantive value of many commonly shared views about theism(and theists) and atheism (and atheists). The utility of applying informallogic methods has illustrated by several examples.

Źródło:

Semina Scientiarum; 2017, 16
1644-3365

Pojawia się w:

Semina Scientiarum

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Wychowanie obywatelskie a problem nauczania historii – rekonstrukcja zachodniej debaty
Citizenship Education and History – Reconstruction of the Western Debate

Autorzy:

Hejwosz-Gromkowska, Daria

Powiązania:

https://bibliotekanauki.pl/articles/644790.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

history education
citizenship education
critical thinking
postmodernism

Opis:

Some academics claim that history education is a vital component in citizenship education, others say that its role is overestimated. In the postmodern perspective there is “the end of the past” which is, to some extend, a product of consumption society and globalization. The contemporary societies are future-oriented and the rituals, myths and the need of belonging have nearly disappeared. In this context the questions about the purposes of history education and its relation to citizenship education are posed: should history education be nation-orientated to build loyalty and commitment or should it develop skills and knowledge for better comprehension of the present? Is history education oriented towards consensus or con ict? How to talk about history in multicultural societies, without marginalizing particular groups and without imperious imposition of the only version of “the Truth”? In order to answer to these question the reconstruction of the western debate has been made.

Źródło:

Kultura-Społeczeństwo-Edukacja; 2013, 3, 1; 135-154
2300-0422

Pojawia się w:

Kultura-Społeczeństwo-Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

BLOGS AS A WAY TO ENHANCE EFL READING CLASSES IN A LEBANESE TERTIARY INSTITUTION

Autorzy:

Soufi, Nada
Saad, Karen
Nicolas, Maureen O’Day

Powiązania:

https://bibliotekanauki.pl/articles/955945.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

blogs
motivation
critical thinking
L2 methodology

Opis:

This study investigated the use of blogs in an intensive English program at a university in Lebanon. The paper reports on how blogs can contribute to language acquisition and the development of related literacy skills. Blogs were incorporated into the required curriculum as supplemental material over two semesters. The aim of the strategy was to see if the use of blogs would yield any observable benefits for students particularly in the areas of critical thinking and motivation to read and use the target language. Data were collected through a research diary and focus group interviews with the students. The findings reveal that the use of blogs can nurture students’ critical thinking and enhance their motivation to read and use the target language.

Źródło:

Teaching English with Technology; 2015, 15, 1; 31-47
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Krytyczne myślenie i logika formalna w badaniach literaturoznawczych na przykładzie wybranych utworów Ignacego Krasickiego
Critical thinking and formal logic in literary research based on the example of selected works by Ignacy Kracicki

Autorzy:

Magryś, Roman

Powiązania:

https://bibliotekanauki.pl/articles/956372.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego

Tematy:

formal logic
critical thinking
ignacy krasicki
interpretation

Opis:

Formal logic and critical thinking are complementary tools in research of literary texts. Critical thinking is especially useful in the case of works which are antinomic in character as they are based on disputable ironic meeting points. Ignacy Krasicki’s satires are such type of text. A special difficulty is posed by the interpretation of Journey of a Warmian bishop, as the work read separately and with the use of particular contexts assumes ambiguous meanings. The application of the methodology of critical thinking, which is based on multisided approach to text, leads to the conclusion that primary law of classical logic, the law of excluded middle, does not apply. Journey is a dialogic work, even though ideological reasons for and against foreign travels are not equal.

Źródło:

Dydaktyka Polonistyczna; 2019, 5 (14); 58-69
2451-0939

Pojawia się w:

Dydaktyka Polonistyczna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Autorzy:

Bobkina, Jelena
Stefanova, Sfetlana

Powiązania:

https://bibliotekanauki.pl/articles/781047.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

critical thinking skills
critical literacy approach
literature
EFL classroom

Opis:

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 4; 677-696
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Media Literacy in Digital Games

Autorzy:

Škripcová, Lucia

Powiązania:

https://bibliotekanauki.pl/articles/2150836.pdf

Data publikacji:

2022

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Critical Thinking
Digital Games
Game Literacy
Media Literacy

Opis:

The article focuses on aspects of media literacy in digital games and seeks to answer the question whether digital games can develop players' media competences and, if so, in which areas. The article points out the positive aspects of the player's immersion in digital games as a way to develop competencies without the player realizing it. Through a qualitative content analysis with a focus on media competences, it offers an extensive list of games and the competences found in them. The research included 32 digital games from 1997 to 2022. The decisive criterion was the presence of any media in the game (print, radio, television, internet, advertising, music, etc.) with which the player can interact – i.e. use them (read, listen, watch) or create other media products through them. At the same time it distinguishes between the use of media as a supplementary or entertainment element in games and media work as a direct determinant of the further development of the story or gameplay. The article concludes that digital games can indeed teach media competence without the player realising it, but that this has its limits.

Źródło:

Media Literacy and Academic Research; 2022, 5, 1; 131-140
2585-8726

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Theory of Intersectionality – Critical Thinking – Legitimation Code Theory.On the applications of theory in the context of educational activity analysis of the social work students

Autorzy:

Marcin, Boryczko,

Powiązania:

https://bibliotekanauki.pl/articles/893119.pdf

Data publikacji:

2019-10-16

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

Legitimation Code Theory
Intersectionality
social work
critical thinking

Opis:

The article is a presentation of the theory of intersectionality and aims to settle it within the framework of wider scientific discourses, as well as justifying its application in the field of social work. In particular, it is about possible adaptations of intersectionality to social work curricula based on literature review and particular teaching experience of the author. An attempt will be made to evaluate critical thinking competence and its possible adaptation to the social work curriculum. The text presents authors own research findings (inspired by the theory of intersectionality) based on the analysis of twenty student essays. The analysis was based on the analytical tool – semantic gravity – coming from the Legitimation Code Theory research framework. These findings demonstrated that the Legitimation Code Theory and theory of intersectionality can serve as a basis for the cumulative knowledge building with respect to critical thinking. Legitimation Code Theory offers an analytical toolbox with potential of ensuring critical thinking and could be called ‘catalyst of the critical awareness’. The possibility of analyzing the own knowledge depending on the context of both production and application seems to be crucial competence in the contemporary social work. The ability of identifying the multidimensional and multifaceted oppression is not only cognitive ability, but also can serve as the supporting tool or competence enabling assessment of the client’s situation. Implementing critical thinking as well as the theory of intersectionality to social work curriculum is justified. On the other hand, equipping social work students with tools enabling the analysis of their own educational activities, e.g. by introducing concept of semantic gravity which allows the student to look from the outside at her own educational activities, seems crucial for professional and academic development.

Źródło:

Praca Socjalna; 2018, 33(2); 97-116
0860-3480

Pojawia się w:

Praca Socjalna

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”

Autorzy:

Dominika, Depta-Marel,

Powiązania:

https://bibliotekanauki.pl/articles/891996.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

philosophy for children
question
wisdom
critical thinking
progress

Opis:

In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”

Autorzy:

Depta-Marel, Dominika

Powiązania:

https://bibliotekanauki.pl/articles/1789852.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

philosophy for children
question
wisdom
critical thinking
progress

Opis:

In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).

Źródło:

Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

School procedures, as perceived by teachers and students from Poland, and the Czech Republic

Autorzy:

Kowalski, Mirosław
Śliwa, Sławomir

Powiązania:

https://bibliotekanauki.pl/articles/2179027.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji

Tematy:

teachers
teaching
difficult situations at school
critical thinking

Opis:

Introduction. The article concerns research conducted among students and teachers of primary schools in Poland and the Czech Republic as part of a project co-financed by the European Regional Development Fund and the State budget, “We Cross the Borders”. The project entitled “Key Competencies in Teaching and Education” was implemented under the recruitment of the Praděd Microprojects Fund, Priority axis number: 11.4, priority axis name: Cooperation of institutions and communities. Aim. The theoretical and cognitive aims of the research were to diagnose the competencies of teachers and students in the field of critical thinking. The objective of the research was to develop practical recommendations that could be used in the education programs of future teachers. Methods. The research used the method of a diagnostic survey; the questionnaire technique. Results. The results of the research showed differences between the behaviour of teachers and students in such matters as contacts with parents, following the headmaster’s instructions, using innovative teaching methods and self-confidence in everyday work-related situations.

Źródło:

Wychowanie w Rodzinie; 2022, XXVIII, (3/2022); 69-86
2082-9019

Pojawia się w:

Wychowanie w Rodzinie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Critical Competencies among Teachers and Principals of Primary Schools from Poland and the Czech Republic

Autorzy:

Kowalski, Mirosław
Śliwa, Sławomir

Powiązania:

https://bibliotekanauki.pl/articles/2233928.pdf

Data publikacji:

2023-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

teachers
teaching
difficult situations at school
critical thinking

Opis:

Introduction. The article concerns research conducted among teachers and principals of primary schools in Poland and the Czech Republic as part of a project co-financed by the European Regional Development Fund and the State budget, We Cross the Borders. The Key Competencies in Teaching and Education project was implemented under the recruitment of the Praděd Microprojects Fund, Priority axis number: 11.4, priority axis name: Cooperation of institutions and communities. Aim. The theoretical and cognitive aim of the research was to diagnose the competencies of teachers and principals in critical thinking. The practical-implementation objective of the research was to develop practical recommendations that may be included in the education programs of future teachers and principals. Methods. The research used the method of a diagnostic survey and the questionnaire technique. Data analysis was performed with the use of STATISTICA software. Results. The research results showed differences between the behaviour of teachers and principals in such matters as contact with parents, following the headmaster’s instructions, using innovative teaching methods and self-confidence in everyday work-related situations. The results show statistically significant differences in their declarations of behaviour in a particular situation. From the research, it can be concluded that principals are more interested than teachers in solving any difficult situation to resolve the conflict rather than focusing primarily on the consequences of the situation.

Źródło:

The New Educational Review; 2023, 72; 269-280
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

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

/5

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Skocz do pozycji: 25.

Tytuł:

Strategie krytycznego myślenia w nowej ukraińskiej szkole i w szkołach w Polsce
Strategies of critical thinking in the new ukrainian school and in schools in Poland

Autorzy:

Yuzyk, Olha
Cherniy, Alla
Bobrovytska, Svitlana
Yuzyk, Mariia

Powiązania:

https://bibliotekanauki.pl/articles/38117679.pdf

Data publikacji:

2021

Wydawca:

Wyższa Szkoła Techniczna w Katowicach

Tematy:

critical thinking
new Ukrainian school
strategies of critical thinking
schools of Poland
five - stage model of structure of critical thinking
exercises on development of critical thinking
krytyczne myślenie
nowa ukraińska szkoła
strategie krytycznego myślenia
polskie szkoły
pięciostopniowy model struktury krytycznego myślenia
ćwiczenia z rozwoju krytycznego myślenia

Opis:

Artykuł argumentuje, że krytyczne myślenie zajmuje ważne miejsce w Koncepcji Nowej Ukraińskiej Szkoły(NUS) i jest ważną umiejętnością przekrojową, która jest realizowana na „polu” wdrażania wszystkich kompetencji uczniów. W artykule przedstawiono strategie krytycznego myślenia, które są wprowadzane przez nauczycieli szkół podstawowych w NUS, na różnych etapach zajęć. Opisano metody realizacji takich strategii: „Mapa postaci”, „Siatka asocjacyjna (krzak)”, „Przewidywanie”, „Inscenizacja”, „Fantastyczna historia”, „Zakończ, zacznij zdanie”. Stwierdzono, że Rzeczpospolita Polska trzyma się pięciostopniowego modelu struktury myślenia krytycznego, opracowanego przez Roberta Durona, Barbarę Limbach i Wendy Waugh. Udowodniono, że w Polsce krytyczne myślenie jest rodzajem aktywnego uczenia się. Podano opis ćwiczeń z rozwoju krytycznego myślenia: „Myśl, formuj w pary, dziel się”, „Sieci za i przeciw”, „Uczenie się z wykorzystaniem technologii”.
The article argues that critical thinking occupies an important place in the Concept of the New Ukrainian School and is an important cross-cutting skill that is implemented in the “canvas” of the implementation of all student competencies. The article reveals the strategies of critical thinking, which are introduced by primary school teachers in NUS at different stages of lessons. The methods of conducting such strategies “Character map”, “Associative grid (bush)”, “Prediction”, “Staging”, “Fantastic story”, “Finish, start a sentence” are described. It is investigated that in the Republic of Poland the 5-stage model of the structure of critical thinking developed by Robert Duron, Barbara Limbach and Wendy Waugh is followed. It has been proven that in Poland critical thinking is a type of active learning. The description of exercises on development of critical thinking is given: “Think, form pairs, share”, “Networks for and against”, “Learning with use of technologies”.

Źródło:

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach; 2021, 13; 105-116
2082-7016
2450-5552

Pojawia się w:

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

Building Learning Power and Critical Thinking in the Field of Online Tutoring

Autorzy:

Śleziński, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/448432.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Guy Claxton
building learning power
online tutoring
critical thinking

Opis:

This article is first of all a theoretical study covering the whole area of critical thinking. The development of critical thinking should be supported by new information technologies. The text only points to some possibilities of using information technologies in the concept of building learning power and critical thinking. The development of information technologies gives us new tools and forms to support the teaching/learning processes. Many of the new tools of digital technology pose new teaching challenges for the teacher. However, there appears a question that is not only worth asking, but also worth answering: how to improve the teaching/learning process with the help of the new educational opportunities, so as to strengthen it and not to disturb it at the same time? A tutor-teacher has to search and to find out – in the area of these educational opportunities that belong to him or her and his or her pupils – such optimal solutions that neatly combine both the elements of traditional teaching and the ones that are typical of distance learning. This gives new opportunities for effective online tutoring when the teacher is available online for any of the students at a specific time that is perfectly convenient for each of them.

Źródło:

International Journal of Research in E-learning IJREL; 2019, 5, 1; 21-33
2451-2583
2543-6155

Pojawia się w:

International Journal of Research in E-learning IJREL

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Effect of Case Study and Concept Map on Critical Thinking Skills and Dispositions in Indonesian College Students

Autorzy:

Barorah Nasution, Nani

Powiązania:

https://bibliotekanauki.pl/articles/1967805.pdf

Data publikacji:

2019-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

critical thinking
case study
concept map
Indonesia
college student

Opis:

It has been long pointed that Indonesian education system embraces active learning to enhance critical thinking. However, active learning techniques are not yet optimally introduced in Indonesian education settings. Studies have shown case studies combined with the concept map method improving students’ critical thinking. However, there is a lack of evidence related to this method in the Indonesian education system. The presented study examined the effect of a case study combined with the concept map on improving critical thinking skills in Indonesian first-year college students. Three groups attended classes with the same class objectives and contents, consisting of eight weekly meetings. The only difference among the groups was the educational strategy; case study combined with concept map (CSCM), case study alone (CS), and traditional lecture style with no specific active learning techniques (Control). Results indicated that the CSCM method is most effective in improving critical thinking skills. Although CSCM was also most effective on improving critical thinking disposition, differences among groups were not statistically significant.

Źródło:

The New Educational Review; 2019, 55; 64-76
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

AESTHETICS EDUCATION AND ITS POSITION IN THE 21ST-CENTURY DEMOCRATIC SOCIETY

Autorzy:

Kopčáková, Slávka

Powiązania:

https://bibliotekanauki.pl/articles/566331.pdf

Data publikacji:

2019-02-05

Wydawca:

Akademia Pomorska w Słupsku

Tematy:

art
aesthetics education
music education
education
critical thinking
democracy

Opis:

In the paper, the author considers philosophical, aesthetic and pedagogical concepts explaining the specific position of aesthetics education in the education system and its importance in developing the ability to express authentic attitudes not only in the assessment of the arts but also in social processes of a democratic society. A historical account is part of this consideration, as it gives us an overview of cultural epochs in which emphasis on the aesthetics education of a young person became a national interest or, on the contrary, it stood partly on the edge of interest. Through the ideas of important thinkers of the 20th and 21st centuries (John Dewey, Paul G. Woodford, etc.), I try to emphasize the potential of musical, artistic, literary, dramatic education in the development of critical thinking as a fundamental attribute in the education of an authentic, free- and democratically- minded person. Active reception of art and the evaluation of artistic expressions occupy an important place in the awareness of one’s position in a society that faces many civilization and political challenges, such as poverty, migration, change of cultural mechanisms, and reception habits. All this requires reflection at the level of the philosophy of education in co-operation with its related disciplines, like pedagogy, aesthetics, cultural studies, and their applied educational disciplines. The definitive recognition of a dignified status for aesthetics education is one of the ways of coping with the civilization challenges of the 21st century and of flexible re-evaluation of the changing trends in the technologyoriented society structure and the one-sided general education

Źródło:

Ars inter Culturas; 2018, 7; 249-262
2083-1226

Pojawia się w:

Ars inter Culturas

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Critical Thinking – Tightening the Link Between Business and Education

Autorzy:

Baranowski, Mariusz
Odrowąż-Coates, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2139230.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Tematy:

critical thinking
business
education
development
labour market
economy
policy

Opis:

In this paper, one will find a discussion, based on the desk analysis of works dedicated to policy refocus towards critical thinking skills and the socio-educational factors relevant to business. It will be argued that critical thinking (CT) capacity is important not only for problem solving but most importantly for overall corporative success and for further development in business and the economy of the future. The paper consists of CT definitions, its position in educational policy and the global market economy, its relevance to business and its embedment in education.

Źródło:

Forum Oświatowe; 2018, 30, 2(60); 117-133
0867-0323
2450-3452

Pojawia się w:

Forum Oświatowe

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Myślenie krytyczne w ujęciu psychopedagogicznym — w kierunku poznawczej samodzielności i odpowiedzialności jednostki

Autorzy:

Czaja-Chudyba, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/51532180.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Komisji Edukacji Narodowej w Krakowie. Instytut Filozofii i Socjologii

Tematy:

constructive criticism
barriers to critical thinking
fostering constructive criticism

Opis:

Critical thinking in terms of psycho‐pedagogy: towards individual cognitive independence and responsibility: The paper is devoted to the methods of recognition and development of critical thinking. In the initial part synthetically are presented the views of researchers connected with an education perspective (the definition and features of critical thinking). Within this aspect crucial appears the question: why are we afraid of criticism? What are the reasons why we do not apply it in contact with the cultural message, with the opinions and actions of people? For relatively seldom is it used as a support in discussion, in making decisions and choices. In an attempt to answer such formulated problems presented is an outline of the author’s classification for inhibitors that prevent or hinder the application of critical thinking. Here the main claim is that in the modern world of news excess and the chaos of values, critical thinking as a manifestation of cognitive self‐reliance and responsibility should become the competence characterizing each individual. Hence, the author formulates some recommendations concerning pedagogical practice. They are implied from the author’s concept of constructive criticism, the adopted the principles and methods supporting critical thinking.

Źródło:

ARGUMENT: Biannual Philosophical Journal; 2020, 10, 2; 289-314
2083-6635
2084-1043

Pojawia się w:

ARGUMENT: Biannual Philosophical Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Is critical thinking a future skill for business success: science mapping and literature review

Autorzy:

Skrzek-Lubasińska, Małgorzata
Malik, Radosław

Powiązania:

https://bibliotekanauki.pl/articles/40570875.pdf

Data publikacji:

2023-03-15

Wydawca:

Akademia Leona Koźmińskiego w Warszawie

Tematy:

Critical thinking
Science mapping
Systematic literature review
Future skill

Opis:

Purpose – This article aims to review critical thinking (CT) as a future skill in business. Design/methodology/approach – The study employed two research methods: science mapping analysis based on bibliometric keyword co-occurrence data and systematic literature review following PRISMA guidelines. The application of two distinctive research methods meant that we could obtain a broad picture thematic overview as well as a detailed, fine-grained insight into the content of CT business research. Findings – Research in CT in business studies is dominated by themes related to education, university and learning that far outweigh CT business application, which focuses on three research axes. These are specific business functions (e.g. accounting, marketing, human resources and identifying business opportunities), certain skills used in business (e.g. decision-making and creativity) and other business-related topics (including ethics, stakeholder relations and individual employee performance). Practical implications – The article identifies new research gaps related to the link between CT and business performance, a firm’s ability to innovate and company characteristics. Moreover, the article highlights that CT positively influences business decision-making under the influence of cognitive biases and heuristics. Originality/value – The article provides the first literature review on CT in business research. It uses a novel method of science mapping analysis to show unbiased algorithmic-based insight into the structure of the research, followed by a systematic literature review.

Źródło:

Central European Management Journal; 2023, 31, 1; 48-63
2658-0845
2658-2430

Pojawia się w:

Central European Management Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

The Use of Communication Tools in Human Resources Marketing and the Role of Critical Thinking in This Process

Autorzy:

Uhlík, Martin
Bednárik, Jaroslav
Solík, Martin
Mináriková, Juliána

Powiązania:

https://bibliotekanauki.pl/articles/52484286.pdf

Data publikacji:

2022-12-20

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Communication Tools
Critical Thinking
Human Resources
Personal Marketing
Recognition

Opis:

The study deals with the issue of using communication tools in HR marketing for effective human resource management. The aim of the study is to outline a practical view of the possibilities of application of individual communication tools that can be used by HR managers in achieving the set goal, which is to have a sufficient amount of quality and a qualified workforce. The study also aims to highlight the importance of critical thinking by employees in conjunction with recognition of their work, a tool that helps to increase employee loyalty and thus create an enterprise that has a firmer foundation in human resources. The study also emphasises the comparison of HR communication tools used before and after the Corona crisis. This comparison is a logical outcome of the situation that has arisen in the labour market. Before the outbreak of the pandemic, HR managers were faced with the question of how to deal with the shortage of quality and skilled labour and the historically low unemployment rate, as opposed to the current situation where they are faced with the problem of reducing certain job positions. We are currently witnessing a situation of declining sales, in which HR departments are having to deal with the issue of surplus labour and their subsequent redundancies. This situation gives us the opportunity to compare the different communication tools used before and after the Corona crisis. This comparison is beneficial for a better understanding of both the theoretical and methodological, but above all practical, insights into the effective use of communication tools in HR marketing in conjunction with critical thinking and recognition.

Źródło:

Media Literacy and Academic Research; 2022, 5, 2; 259-272
2585-8726
2585-9188

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

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

/5

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Skocz do pozycji: 34.

Tytuł:

Educating for Good Character: from Critical Thinking to Intellectual Character Virtues

Autorzy:

Hurajová, Anna
Hladíková, Vladimíra

Powiązania:

https://bibliotekanauki.pl/articles/2150822.pdf

Data publikacji:

2022

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Character Education
Moral Education
Virtue Epistemology
Intellectual Virtues
Critical Thinking

Opis:

Life in the 21st century has presented people with unprecedented appeals and ethical challenges which are nowhere more evident than in educational institutions as well as in the online space. A renewed interest in the character as one of the crucial ethical developments is gaining momentum today. Good character is based on the virtues one possesses. We argue that education focused on the cultivation of intellectual virtues such as curiosity, intellectual humility, intellectual autonomy, attentiveness, intellectual carefulness, intellectual thoroughness, openmindedness, intellectual courage and intellectual tenacity are needed for individuals to lead fulfilling lives. At least, growing in intellectual virtues seems to be a valuable and desirable educational aim. This theoretical study strives to make a twofold contribution to the area of knowledge: firstly, it aims to contribute to the area of character and moral education through describing its forms and features; and secondly, it aims to contribute to virtue epistemology by identifying its nature and focus and outlining nine intellectual or epistemic virtues. Further to the second contribution, the study ends by arguing that the intellectual virtue approach and the critical thinking approach both help to cultivate intellectually virtuous critical thinkers.

Źródło:

Media Literacy and Academic Research; 2022, 5, 1; 178-191
2585-8726

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Trust Me

Autorzy:

Odziomková, Juliána

Powiązania:

https://bibliotekanauki.pl/articles/526530.pdf

Data publikacji:

2018

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Digital age
The Internet
Critical Thinking
Media Literacy
Trust Me

Opis:

In the digitalization period projects to support the development of critical thinking are needed to maintain political and societal balance. Rapid changes in technology and information leave a space wherein can form many harmful groups or individuals to influence their respondents with false messages and hoaxes. It is necessary to develop the critical thinking of people from a young age, so the project Trust Me has been created. The aim of the project is to support the education of pupils of primary and secondary schools in the field of media literacy and critical thinking. Through two specialized curriculums students can understand the ways of manipulation with information and learn how to distinguish trustworthy contents on the Internet.

Źródło:

Media Literacy and Academic Research; 2018, 1, 2; 86-88
2585-8726
2585-9188

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

With Games Against Fake News – Developing Critical Thinking with the Help of the Card Game Follow Me

Autorzy:

Pomichal, Vajk
Trnka, Andrej

Powiązania:

https://bibliotekanauki.pl/articles/52495217.pdf

Data publikacji:

2023

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Critical Thinking
Educational Games
Fake News
Game-based Learning
Hoaxes

Opis:

Recent serious events, such as the coronavirus pandemic and the war conflict in Ukraine, have significantly increased the amount of fake news in the online space. This news contributes to society’s radicalization, destabilizes democratic regimes, and can result in violence and damage to health and property. The most effective approach to address fake news is prevention and the education associated with it. The current education system is not ready for these challenges, which is why more and more attention is being paid to alternative solutions such as game-based learning. Game-based learning enables the acquisition of new knowledge and skills in a fun yet effective way. These games include a game developed by Impact Games studio named Follow me, which is focused on developing critical thinking skills in the context of countering fake news. This study aims to validate the contribution of the game Follow me in building resilience to fake news through an experiment on a sample of 130 secondary school students from six different schools. The results suggest that although there was no global statistically significant improvement measured in students’ ability to recognize fake news, students are healthily skeptical of information, this is also indicated by the fact that on average they were more likely to label news as untrustworthy despite varying attitudes towards the selected topics. We also managed to make findings based on the data acquired from this experiment, which provide a deeper look into students’ attitudes toward fake news and therefore can improve games and experiments prepared in the future.

Źródło:

Media Literacy and Academic Research; 2023, 6, 1; 55-69
2585-8726
2585-9188

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Holocaust Reminiscenses in Digital Media Culture and Cultural Institutions (Development of Critical Thinking and Media Literacy)

Autorzy:

Moravčíková, Erika
Jakubovská, Kristína
Jakubovská, Viera
Hudecová, Ingrida

Powiązania:

https://bibliotekanauki.pl/articles/52495235.pdf

Data publikacji:

2023

Wydawca:

Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie

Tematy:

Collective Memory
Critical Thinking
Cultural Institution
Holocaust
Media Literacy
Reminiscence

Opis:

The authors of the article analyse the problem of individual and collective memory through the prism of The Holocaust reminiscence. They are aware that we are living in a time when living memories of the grave crimes and catastrophes of the 20th century are fading away, as well as the complex political, social and cultural processes, taking place at present, are becoming intensified in the context of the War in Ukraine. These events and processes once again highlight the social importance of individual and collective memory and the need for its conscious formation through media and intercultural education. The aim of the authors’ endeavour is to explore four forms of The Holocaust reminiscence, : 1/ reminiscence in the form of reconstruction (authentic representation of the past); 2/ reminiscence as (re)interpretation (remembrance that refers to the past but is interpreted in the context of current findings); 3/ reminiscence as prevention and civic engagement (education and educational programmes that promote tolerance and moral qualities); 4/ reminiscence as a tool for cultural identity formation (forming collective identities and promoting social inclusion). The study will include interpretations of selected works from the field of performing arts and case studies from media culture. Attention will also be focused on particular proposals for media-educational and cultural-pedagogical activities which can be used in cultural institutions and in media education in order to develop media literacy and critical thinking.

Źródło:

Media Literacy and Academic Research; 2023, 6, 1; 139-154
2585-8726
2585-9188

Pojawia się w:

Media Literacy and Academic Research

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

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

/5

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Skocz do pozycji: 39.

Tytuł:

Smart skills and education in a future economy

Autorzy:

Kutrzeba, Franciszek

Powiązania:

https://bibliotekanauki.pl/articles/425718.pdf

Data publikacji:

2018

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

smart skills
higher education
critical thinking
smart competencies
future economy

Opis:

Regardless of whether the adopted role of education is to prepare people for pursuing employment or building general values, it will include the identification and development of skills and competences as well as professional and personal attributes. Critical thinking, ingenuity and complex cognitive-social skills are precisely those areas in which people continue to outdo intelligent machines. The purpose of this article is to review the skills and competences that will be desirable in the future in relation to recent technological changes. They are preceded by selected macroeconomic data to illustrate the situation of higher education with an emphasis on Poland, where, despite positive returns on investment in education (the highest among OECD countries), since 2005 a systematic fall in demand for higher education has been observed. The empirical part presents the results of a pilot study aimed at determining the desired future skills and professional attributes of Polish employers. The basic data was collected manually using a quantitative study during three sessions at two different job fairs in Gdańsk in March 2017. According to the surveyed respondents (n = 55), professional experience, proficiency in the use of new media and formal education were indicated as the least important features, while learning and diligence – as the key competences for the future economy. In addition, the studies have shown the differences in the perception of these abilities and competences depending on the employer’s position on the market, the number of employees and the internal policies of the companies.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 37-43
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

Autorzy:

Tusino, -
Faridi, Abdurrachman
Saleh, Mursid
Fitriati, Sri Wuli

Powiązania:

https://bibliotekanauki.pl/articles/1963612.pdf

Data publikacji:

2020-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

hybrid learning
task-based language teaching
critical thinking
writing performance

Opis:

This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.

Źródło:

The New Educational Review; 2020, 61; 109-118
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

The Relationships Between Critical Thinking and Creativity Among University Students in Contemporary Education: Empirical Analysis of Gender Differences

Autorzy:

Shubina, Ivanna
Kwiatek, Piotr
Kulakli, Atik

Powiązania:

https://bibliotekanauki.pl/articles/1964314.pdf

Data publikacji:

2021-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

gender
critical thinking
creative potential
academic success
creative self-efficacy

Opis:

Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.

Źródło:

The New Educational Review; 2021, 65; 87-98
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

O możliwych kierunkach nauczania filozofii
On Posible Ways of Teaching of Philosophy

Autorzy:

Soin, Maciej

Powiązania:

https://bibliotekanauki.pl/articles/31341707.pdf

Data publikacji:

2014

Wydawca:

Polska Akademia Nauk. Instytut Filozofii i Socjologii PAN

Tematy:

nauczanie filozofii
myślenie krytyczne
Wittgenstein
teaching of philosophy
critical thinking

Opis:

Artykuł jest próbą odpowiedzi na postulaty wprowadzone w Krajowych Ramach Kwalifikacji, wymagające by programy nauczania na poziomie wyższym kształtowały „zdolności do autonomicznego i odpowiedzialnego działania”. Autor rozważa przydatność różnych kierunków nauczania filozofii do tego celu, dochodząc do wniosku, że największe szanse na jego osiągnięcie ma nauczanie krytycznego myślenia w wersji wzorowanej na dociekaniach filozoficznych Wittgensteina. Program tak rozumianego nauczania nie sprowadza się do logicznej analizy argumentacji i obejmuje między innymi problematykę wieloznaczności pojęć i wynikających z niej sporów werbalnych, a także umiejętność unikania trudności wynikających z niedostrzegania różnic między rozmaitymi sposobami użycia języka. Nauczanie myślenia krytycznego na poziomie zaawansowanym dotyczyć mogłoby natomiast problematyki prawdy: zróżnicowania kryteriów uznawania prawdziwości zdań, umiejętności odróżniania wypowiedzi empirycznych i gramatycznych oraz porównawczej roli wzorców w praktyce badawczej różnych dziedzin nauki.
The paper attempts to respond to the postulates included in the National Frameworks of Qualifications. Those require syllabuses in higher education be shaped by “abilities of autonomous and responsible actions”. The Author considers the usefulness of various fields of teaching of philosophy for this goal, and he concludes that the greatest prospects for its attaining lie in the teaching of critical thinking in the version based on Wittgenstein’s philosophical investigations. The syllabuses of such teaching are not being reduced to the logical analysis of argumentation, but embrace among others problems of polysemousness of concepts and the verbal disputes emerging when differences between various ways of language use are neglected. The teaching of critical thinking at an advanced level can be engaged in the problem of truth: the diversification of criteria of truthfulness, abilities of differentiating empirical and grammatical statements, and the comparative role of samples in research practices in various domains of science.

Źródło:

Filozofia i Nauka; 2014, 2; 47-64
2300-4711
2545-1936

Pojawia się w:

Filozofia i Nauka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Narzędzia krytycznego myślenia na lekcji języka polskiego jako obcego w dobie edukacji zdalnej
Critical thinking strategies in lessons of polish as a foreign language in the age of remote education

Autorzy:

Chawrilska, Irena

Powiązania:

https://bibliotekanauki.pl/articles/2034587.pdf

Data publikacji:

2021-12-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

krytyczne myślenie
edukacja zdalna
rutyny krytycznego myślenia
budowanie rusztowania
społeczność uczących się
critical thinking
remote education
critical thinking routines
scaffolding learning
community of learners

Opis:

Autorka artykułu koncentruje się w tekście na wykorzystaniu popularnych w ostatnim czasie w dydaktyce narzędziach krytycznego myślenia (oddzielając jednocześnie owe narzędzia od critical thinking) na lekcji języka polskiego jako obcego w dobie edukacji zdalnej, biorąc zarówno pod uwagę kursy online (online teaching), jak i nauczanie zdalne (remote teaching). Za istotne aspekty nauczania zdalnego uznane zostają: budowanie społeczności uczących się (building community of learners), obecność nauczyciela (teaching presence), budowanie rusztowania (scaffolding learning) z wykorzystaniem rutyn krytycznego myślenia. W tekście autorka omawia przykład lekcji języka polskiego jako obcego, podczas której zostały wykorzystane strategie krytycznego myślenia.
The article focuses on the use of the recently popular tools of critical thinking in didactics (distinguishing the tools from critical thinking) during the lessons of Polish as a foreign language in the era of remote education, taking into account both online teaching and remote teaching. The following are considered important aspects of distance learning: building a community of learners, teaching presence, and scaffolding learning with the use of critical thinking routines. In the text, the author discusses an example of a lesson of Polish as a foreign language, during which critical thinking strategies were used. 

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2021, 28; 379-391
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Migocące znaczenia kategorii krytyczna refleksja w dyskursach pedagogicznych
Flickering meanings of critical reflection in educational discourses

Autorzy:

Mizerek, Henryk

Powiązania:

https://bibliotekanauki.pl/articles/2076702.pdf

Data publikacji:

2021-09-10

Wydawca:

Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych

Tematy:

refleksja krytyczna
refleksja
myślenie krytyczne
refleksyjność
refleksywność
critical reflection
reflection
critical thinking
reflexivity

Opis:

Przedmiotem analiz podjętych w artykule jest kwestia języka współczesnych dyskursów pedagogiki. Na przykładzie kluczowych kategorii współczesnej humanistyki – refleksji, refleksji krytycznej, refleksyjności oraz refleksywności – zilustrowano wagę problemu wykorzystania w badaniach pedagogicznych koncepcji wypracowanych na terenie filozofii, socjologii i psychologii. Zakres prezentowanych tu analiz wyznaczają następujące kwestie: 1) W jakich znaczeniach pojawia się refleksja krytyczna oraz kategorie pokrewne (refleksja, refleksyjność i refleksywność) we współczesnych koncepcjach filozoficznych, socjologicznych i psychologicznych?; 2) Jaki charakter mają relacje między tymi kategoriami?; 3) Jakie są treści, funkcje oraz miejsca przypisywane są refleksji, refleksji krytycznej, refleksyjności i refleksywności we współczesnych dyskursach pedagogicznych. Krytyczna refleksja została przedstawiona w artykule w dwóch odsłonach. Pierwszą z nich tworzą wyniki analizy jej relacji z kategoriami pokrewnymi. Drugą część tekstu stanowi próba ukazania refleksji kry-tycznej w perspektywie treści, funkcji oraz miejsc, w których się pojawia we współczesnych dyskursach pedagogicznych.
The subject of the analyzes undertaken in this paper is the issue of the language of pedagogy. The example of the key categories of contemporary humanities – reflection, critical reflection, reflectivity and reflexivity – illustrates the importance of the problem of using concepts developed in philosophy, sociology and psy-chology in pedagogical research. The scope of the analyzes presented here is determined by the following issues: 1) What are the meanings of critical reflection and related categories (reflection, reflexivity and reflexivity) in contemporary philosoph-ical, sociological and psychological concepts?, 2) What are the nature of the relationships between these categories?, 3) What are the contents, functions and places of reflection, critical reflection, reflexivity and reflexivity in contemporary pedagogical discourses? Critical reflection is presented in the article in two “scenes”. The first is formed by the results of the analysis of relations with related categories. The second part of the text is an attempt to show critical reflection in the perspective of the content, functions and places in which it appears in contemporary pedagogical discourses.

Źródło:

Colloquium; 2021, 13, 3; 99-116
2081-3813
2658-0365

Pojawia się w:

Colloquium

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Krytycyzm a polisemia, nieostrość i zależność kontekstowa
Critical Thinking, Polysemy, Vagueness and Context Sensitivity

Autorzy:

Odrowąż-Sypniewska, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/31232781.pdf

Data publikacji:

2023

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

context sensitivity
critical thinking
polysemy
vagueness
krytycyzm
nieostrość
polisemia
zależność kontekstowa

Opis:

W artykule zwracam uwagę na trudności jakie napotyka ktoś, kto chce wcielać w życie postulaty krytycyzmu dotyczące precyzji językowej. Zgodnie z tymi postulatami powinno się mówić jednoznacznie i precyzyjnie, a zatem unikać wyrażeń wieloznacznych, nieostrych i chwiejnych znaczeniowo. Jednakże postulaty te jest znacznie trudniej spełnić niż mogłoby się wydawać, bowiem istotne wątpliwości dotyczą samych zjawisk niejasności, nieostrości czy wieloznaczności. Wydaje się, że chcąc nauczyć innych unikania na przykład wypowiedzi wieloznacznych, powinniśmy dysponować adekwatną charakterystyką wieloznaczności i potrafić ją właściwie diagnozować. Tymczasem, sytuacja jest niesamowicie zagmatwana i w literaturze czy to filozoficznej, czy językoznawczej, nie ma jednej ustalonej definicji, czy choćby zgody co do tego, które wyrażenia są wieloznaczne. Nie ma także zgody co do tego, w jaki sposób charakteryzować polisemię i jak odróżniać ją np. od zależności kontekstowej. Wątpliwości budzi także charakterystyka nieostrości i właściwego klasyfikowania przypadków granicznych wyrażeń nieostrych. Nie ma natomiast wątpliwości, że większość wyrażeń języka naturalnego jest i nieostra, i zależna od kontekstu, i jednocześnie polisemiczna. Co więcej w wielu wypadkach te cechy wcale nie są defektami naszego języka, a wręcz usprawniają komunikację i umożliwiają nam szybkie przekazanie treści. Postulat unikania tego rodzaju wyrażeń jest po prostu nierealizowalny. Kierowanie się zasadami krytycyzmu pozwala jednak na łatwiejsze dostrzeżenie i unikanie wadliwości i uchybień wobec poprawności językowej w tych sytuacjach, gdy takie wadliwości utrudniają sprawną komunikację.
In the paper I draw attention to the difficulties faced by someone who wants to put into practice the demands of criticism regarding linguistic precision. According to these postulates, one should speak unambiguously and precisely, and therefore avoid expressions that are ambiguous, vague and unstable in meaning. However, these postulates are much more difficult to satisfy than one might think, since significant doubts surround the very phenomena of ambiguity, context-sensitivity or vagueness. It seems that in order to teach others to avoid, for example, ambiguous statements, we should have an adequate characterization of ambiguity and be able to diagnose it properly. Meanwhile, the situation is incredibly confusing, and in the literature, whether philosophical or linguistic, there is no single established definition, or even consensus as to which expressions are ambiguous. Significant doubts have been raised regarding the proper characteristic of different kinds of ambiguity, such as homonymy and polysemy. There is also no consensus on how to distinguish polysemy from contextual dependence. Also in doubt is the characterization of vagueness and the proper classification of borderline cases of vague expressions. On the other hand, there is no doubt that most natural language expressions are polysemous, vague and context-dependent at the same time. What’s more, in many cases, these features are not defects of our language at all, but actually improve communication and enable us to convey content quickly. The postulate to avoid such expressions completely is simply unfeasible. However, being guided by the principles of criticism allows one to more easily see and avoid defects of linguistic correctness in those situations in which such defects hinder efficient communication.

Źródło:

Roczniki Filozoficzne; 2023, 71, 2; 315-334
0035-7685

Pojawia się w:

Roczniki Filozoficzne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 46.

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: 47.

Tytuł:

What is History is What is Illustrated. The Utilization and Function of Images in History Coursebooks in Poland and Britain.

Autorzy:

Shaw, Aeddan

Powiązania:

https://bibliotekanauki.pl/articles/454180.pdf

Data publikacji:

2020

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

visual culture;
Polish & British educational contexts;
history teaching;
ELT;
critical thinking;

Opis:

In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.

Źródło:

Multidisciplinary Journal of School Education; 2020, 17; 48-60
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 48.

Tytuł:

Zbuntowana filozofia – subwersyjnej pedagogice. Hannah Arendt i Henry A. Giroux

Autorzy:

Paulina, Sosnowska,

Powiązania:

https://bibliotekanauki.pl/articles/892014.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

Hannah Arendt
Henry A. Giroux
neoliberalism
public sphere
university
critical thinking

Opis:

The aim of the article is to elucidate the reasons why the critical pedagogue Henry A. Giroux, in his recent works, was inspired by the thought (in many aspects completely different) of Hannah Arendt, particularly by her analyses concerning the role of public spaces and the power of judgement in the modern world. The article develops three contact points in which the two distinct paradigms meet. They are: the metaphor of the “dark times”, adopted by Giroux, public spaces and the university.

Źródło:

Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 112-122
0023-5938

Pojawia się w:

Kwartalnik Pedagogiczny

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 49.

Tytuł:

The meaning of critical thinking from the perspective of international students
Znaczenie krytycznego myślenia z perspektywy międzynarodowych studentów

Autorzy:

Malec-Rawiński, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/2130660.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Zielonogórski. Oficyna Wydawnicza

Tematy:

critical thinking
international students
critical reflection
understanding
krytyczne myślenie
studenci międzynarodowi
krytyczna refleksja
rozumienie

Opis:

The general aim of this paper is to identify the meaning of critical thinking from the perspective of a sample of international students’ experiences and explain how that knowledge can be used to improve teaching. The main research question is: how do international student’s understand critical thinking? The author presents the data from a focus group discussion consisting of nine 1st year students in the Master of Education Program, at the Department of Education of Stockholm University (SU). The hermeneutical approach was used in both epistemological and methodological aspects as the framework for the analysis of the focus group discussion. One of the conclusions is that critical thinking is re/constructed and a part of lifelong and life-wide learning.
Głównym celem artykułu jest rozpoznanie znaczenia krytycznego myślenia z perspektywy doświadczeń grupy międzynarodowych studentów oraz wyjaśnienie, jak pozyskana wiedza może być wykorzystana w procesie nauczania. Pytanie badawcze brzmi: jak studenci międzynarodowi rozumieją krytyczne myślenie? Autorka prezentuje wyniki badań pozyskane z wykorzystaniem metody dyskusji grupowej ze studentami pierwszego roku studiów magisterskich w Instytucie Pedagogiki, na Uniwersytecie Sztokholmskim. W badaniach została zastosowana perspektywa hermeneutyczna zarówno w aspekcie metodologicznym oraz jako podstawa do przeprowadzenia analizy uzyskanych wyników badań. Jedna z konkluzji prezentowanego tekstu brzmi następująco: krytyczne myślenie jest re/konstruowane i jest częścią procesu całożyciowego uczenia się.

Źródło:

Dyskursy Młodych Andragogów; 2020, 21; 55-64
2084-2740

Pojawia się w:

Dyskursy Młodych Andragogów

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 50.

Tytuł:

Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom

Autorzy:

Tilahun, Ayalew
Teka, Mulugeta
Simegn, Berhanu

Powiązania:

https://bibliotekanauki.pl/articles/2053533.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

integrated reading and writing instruction
reading skills
writing skills
critical thinking achievement

Opis:

The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 105-127
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

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