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Critical thinking and its study as a discipline in higher education institutions
https://doi.org/10.20913/2618-7515-2023-3-2
Abstract
Purpose setting. The purpose of the article is to clarify the relationship between how critical thinking is understood and the ways in which it is fostered within higher education.
Methodology and methods of the study. The methods and methodology include historical and philosophical reconstruction of views on upbringing and education from the position of interests of society and personality, comparative analysis of courses on critical thinking in universities in Russia and abroad in correlation with the main approaches.
Results. Specialized courses on critical thinking, as well as courses in which it is formed along with other intellectual skills, are oriented partly on philosophical and psychological approaches to understanding the essence of critical thinking.
Conclusion. However, the results obtained in the framework of the realization of the Delphi study act as the basic for teaching.
About the Authors
E. V. BarbashinaRussian Federation
Evelina V. Barbashina – Doctor of Philosophical Sciences, Head of the Department of Philosophy; Professor of the Graduate School Department
6 Medkadry Str., Novosibirsk, 630075;
8 Nikolaeva Str., Novosibirsk, 630090
N. V. Guljaevskaja
Russian Federation
Natalia V. Guljaevskaja – Doctor of Sociological Sciences, Associate Professor, Head of the Department of Theory and Technology of Social Work, Dean of the Faculty of Social Work, Clinical Psychology and Management
6 Medkadry Str., Novosibirsk, 630075
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Supplementary files
For citation: Barbashina E.V., Guljaevskaja N.V. Critical thinking and its study as a discipline in higher education institutions. Professional education in the modern world. 2023;13(3):424-432. https://doi.org/10.20913/2618-7515-2023-3-2
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