Osądzanie refleksyjne – tutorzy i tutees na temat trudnych poznawczo problemów
Reflective judgments – tutors and tutess about cognitively difficult problems

Summary/Abstract: This article presents research conducted to answer a question of how tutors (academic teachers) and tutees (students) form judgments about several cog-nitively difficult problems. The study focused on the description of the intellectual procedures used in the reflective judgment of tutors and tutees. The autor analysed to what extent it is thinking on a pre-reflective, quasi-reflective and reflective level. During the study, tutors and tutees were confronted with several ambiguous topics and were asked to respond (in a short answers) to their own sources of beliefs and knowledge. The respondents were asked a series of questions focused on five topics, e.g. the use of drugs in the treatment of mental illness; causes of alcoholism. The research was conducted using a written questionnaire inspired by the Reflective Judg-ment Interview developed by King and Kitchener based on the Reflective Judgment Model. The model assumes three stages of thinking: pre-reflective, quasire-reflective and reflective, divided into seven stages. The analysis of the research results allowed to determine, e.g., what sources the respondents use to justify their judgments; how confident the respondents are in their knowledge; whether the respondents admit other points of view. The tutors most often presented the reflexive stage and the tutees the quasi-reflective stage. However, it was found that the level of reflexivity of some of the tutees was changing as a result of the issue under consideration, while in the group of tutors there was no significant differentiation in that case. Additional analyses by gender and field of study showed no significant intergroup differences in students’ thinking. The tutors and tutees turned out to be an unusual, competent and sophisticated group in solving cognitively difficult problems. An individualised approach to the education of students through the use of the tutoring method is recommended.

• Details
• Contents