profedПрофессиональное образование в современном миреProfessional education in the modern world2224-1841FSEP “Publisher SB RAS”10.20913/2618-7515-2022-1-3profed-926Research ArticleФИЛОСОФИЯPHILOSOPHYКритическое мышление и его необходимость для системы высшего образованияCritical thinking and its necessity for the system of higher educationБарбашинаЭ. В.BarbashinaE. V.

Барбашина Эвелина Владимировна – доктор философских наук, профессор

Российская Федерация, 630090, г. Новосибирск, ул. Николаева, 8

Evelina V. Barbashina – Doctor of Philosophic Sciences, Professor

8, Nikolaeva Str., Novosibirsk, 630090, Russian Federation

linaba@mail.ruИнститут философии и права Сибирского отделения РАНРоссияInstitute of Philosophy and Law of the Siberian Branch of the Russian Academy of SciencesRussian Federation2022280420221212028Copyright © Барбашина Э.В., 20222022Барбашина Э.В.Barbashina E.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://profed.edubiotech.ru/jour/article/view/926Введение

Введение. В современной литературе по философии, педагогике, психологии утверждается необходимость критического мышления для человека, живущего в современном обществе, и для выпускника высшего учебного заведения.

Постановка задачи

Постановка задачи. Цель статьи – конкретизация причин необходимости критического мышления.

Методика и методология исследования. Для достижения цели на первом этапе автором проведен анализ англоязычных статей-обзоров, посвященных различным аспектам критического мышления. На втором шаге на основе результатов первого выявлены наиболее значимые особенности понимания критического мышления в философии (идеальный, абстрактный носитель критического мышления, акцент на формально-логических мыслительных процедурах), психологии (внимание к мышлению в конкретных ситуациях, определение связи критического мышления с типами поведения, анализ навыков критического мышления в определенных ситуациях), педагогике (ориентация на практику обучения, опора на эмпирические исследования).

Результаты

Результаты. На основе анализа статей-обзоров выявлены наиболее значимые непротиворечивые характеристики критического мышления как процесса: умение фиксировать проблему, выдвижение гипотез для ее решения, аргументированный анализ гипотез, сравнение с другими вариантами, возможность отказаться от предварительного решения проблемы и др. Кроме того, определено, что для реализации критического мышления необходимы «интеллектуальные добродетели»: стремление к образованности, ответственные рассуждения, пластичность, отказ от предрассудков и интеллектуальной эгоцентрированности.

Выводы

Выводы. Анализ документов Всемирного экономического форума (2016, 2018 г.) показал, что критическое мышление входит в перечень основных навыков обучающихся и профессионалов.

Introduction

Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.

Problem statement

Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.

Methodology of the study

Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).

Outcomes

Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.

Findings

Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.

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The authors declare that there are no conflicts of interest present.