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Dispositions toward Critical Thinking in Portuguese Undergraduate Students

Author(s): Eva Morais,José Lopes,Helena Silva,Caroline Dominguez,Rita Payan-Carreira,Cristina Imaginário,Maria José Santos / Language(s): English Issue: 1/2023

Background/purpose – This study aims at identifying differences in the level of critical thinking dispositions according to the sociodemographic (gender, age) and academic characteristics (study field) of undergraduate students in Portugal. Materials/methods – We conducted a cross-sectional, descriptive correlational study with a convenience random sample of 1017 students. Most of the participants were female (76.8%) and the average age of respondents was 21.8 ± 4.22. For data collection, we used the Critical Thinking Dispositions Scale (CTDS), consisting of 35 questions, validated for the Portuguese population. In the statistical analysis, we used the T-student, ANOVA and hierarchical multiple regression model. Results – The students showed an average positive disposition for critical thinking (the average score in the CTDS was 279.1 ± 27.1). The results demonstrated that gender, age and field of study influenced the dispositions for critical thinking. Older girls, attending courses in the field of Biomedicine were the ones with higher disposition to think critically. Conclusion – Female students generally show higher critical thinking scores dispositions regardless the study field.

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İlk Vahyin Eğitimsel Yorumlarında İnsan Unsurunun İncelenmesi

Author(s): Yusuf Bahri Gündoğdu,Olcay Bayraktar / Language(s): Turkish Issue: 58/2022

The first five verses of Surah Alaq, which is accepted as the first revelation of Islam, are interpreted more in terms of education through the command to "read." This command to read, repeated in verses one and three, is presented as a clear emphasis on reading and learning. The phrase “pen” in the fourth verse presents reading as well as writing as a part of the process. The relationship between the "Rabb" and "Tarbiyah" is also among the issues highlighted in the context of the first revelation when it comes to the etymology and definition of education. However, the basic element of education is human. While the first verses are examined in terms of education, this element is overlooked. From this point of view, "How was the human being, who is accepted as the basic element of education, handled in the first revelation that started the Islamic education process?" has been searched for answers to question. In this study, which was carried out through document analysis, it was examined how the mufassirs of the classical period handled the human element, which is the basis of education. The mufassirs, whose works were examined until the end of the 14th century, reached the conclusion of "human dignity" in their interpretations of the first two verses of Surah Alaq. The fact that human's high position in Islam is included in the first revelation is a message that Islamic education programs should be designed on the axis of "human dignity."

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Eğitim Felsefesi Bağlamında Kültürel Dokunun Yeniden İnşası Sürecinde Yapısal Değişkenlerin İncelenmesi

Author(s): Ayşe Köseoğlu / Language(s): Turkish Issue: 18/2023

In this study, which aims to examine the structural variables in the process of rebuilding the cultural fabric in the context of educational philosophy, culture, cultural texture, structural process, the importance of culture for individuals, societies and institutions will be discussed. Culture provides the satisfaction of physiological and social needs of individuals. Individuals form their personalities by learning the good, the truth, the beautiful and the ugly by being influenced by the cultural characteristics of the society in which they live. In addition, people who believe in the same culture provide social solidarity between individuals because they agree Decently on the protection of certain values. Society and culture are two elements that complement each other. Wherever there is a society, we can talk about culture. Society transfers it to the next generations by creating changes in the cultural elements it inherits or without changing them. Culture lives in a cumulative way. Since institutions are organizations that live in society, they are influenced by the culture in which they live. In order to achieve their goals, enterprises should take into account environmental factors and therefore the characteristics of the culture in which they operate. Since the employees of the institution are representatives of a culture, they also carry the characteristics of the culture they belong to to the institution. Institutions may consist of individuals with different cultural characteristics. Culture is decisive in connecting both business employees with each other and employees to the goals of enterprises. Organizations need the support of employees in order to achieve their goals.

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Pedagogija djelotvorne ljubavi u kulturi odgojno-obrazovne ustanove

Author(s): Maja Brust Nemet,Ružica Tokić Zec,Ana Krstić / Language(s): Croatian Issue: 4/2022

Pedagogical research advocates a humanistic approach that promotes the holistic development of the individual, so the goal of education is not just the acquisition of knowledge, but respect for his interests and needs, where the intellectual and emotional features of development are equaly important. In order to develop students’ responsibility, tolerance, critical thinking, independence, and successful communication, responsible, and moral teachers-witnesses to values are necessary. Professionally competent teachers should be aware of the implicit influences inside and outside the educational institution, which affect the culture of the school and the adoption of the core values of all stakeholders. Today, more than ever, it is necessary to be guided by the principles of the pedagogy of effective love, developed by don Bosco who by his own example educated children and established the foundations of a preventive system based on love for children.

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Moralia wychowawcze (w) Myśli Lucjusza Anneusza Seneki – „O 13. sprawach”

Author(s): Kazimierz Wojnowski / Language(s): Polish Issue: 62/2021

The moral views of Lucius Annaeus Seneca express the pragmatic axiology of education which aimed to bring up a Roman citizen, a law-abiding person who followed common sense and an ethical code. At the same time, that citizen was aware of the public good and his self-esteem. These views of Seneca express a stoic concept of the human being’s autonomy. These views have been instrumental in defining the pedagogic ideas and are still significant for contemporary axiology of upbringing. Seneca’s moralia include axiology for education, which focuses on bringing up a human who is wise, reasonable, responsible, and efficient. This axiology is timeless.

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O trudnej sztuce tworzenia siebie w kulturze edukacji. W stronę myśli Harolda Blooma

Author(s): Nawrocki Radosław / Language(s): Polish Issue: 62/2021

The purpose of this text is to reflect on the process of building individual identity in the culture of education. The adopted perspective is based primarily on the concepts of culture and the place of the subject in it, derived from the thought of Richard Rorty and Harold Bloom. This perspective affords a look at the process of building an individual in a mature way, devoid of naivety but also revealing the hardships and aporias accompanying this process. Education can be the primary way through which man tries to get along with the world. The condition for the fortunate effect of these struggles is building a culture that is democratic, or in Rorty’s words poetic.

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(NIE)ROZUMIENIE ZJAWISKA PRZYWÓDZTWA W PRZESTRZENI EDUKACYJNEJ

Author(s): Małgorzata M. Ptak,Mirosław J. Śmiałek / Language(s): Polish Issue: 61/2021

In the contemporary and dynamic educational reality, also known as socialization, a young person (or is it just a young one [sic!]) in a process of gaining experience, instead of understanding the environment better with time, gets lost, has problems with self-determination, struggles between the important and the irrelevant, the desired and the redundant, good and harmful. The wisdom and educational experience, the educational process and recognized educational influences should become helpful. The pragmatism of the theory of cognition often allows for conclusions and reflections on every process of scientific cognition. In the area of axiology, it may constitute a “pillar of pedagogical initiation”. In view of the holistic format of the majority of educational phenomena, the subject as a balanced dialogue and consistent in the autonomy of leadership (especially educational!) fits perfectly well the latest theories and trends of modern pedagogical, psychological and social knowledge as well as theories of inter-/intrapersonal management. The above indications are the basis for a wise leadership in education and an upbringing in leadership. Knowledge of leadership issues, understood as the process of socialization, may wisely support and strengthen educational influences. Otherwise, by unwise influences, from the pedagogical point of view, something can be irretrievably lost and wasted.

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La devianza dei ragazzi difficili: analisi psicoeducativa e modelli di rieducazione

Author(s): Zbigniew Szczepan Formella,Edorado PEROTTI / Language(s): Italian Issue: 1 (31)/2022

In this article we address the problem of social maladjustment and re-education of children and adolescents living in problematic educational situations or even critical developmental conditions, and their possibilities to change for the better. The theoretical framework of the whole article is the phenomenological vision, which recognises every human individual capable of building and changing his or her own vision of the world. According to this vision, the educator in his action starts from an observation of what is directly given, that is the pupil’s behavior, in order to propose to him, with his active participation, changes for the better. The main author to whom we refer in this article will be Piero Bertolini, a well-known scholar and practitioner of re-education in the field of action in Italy.

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From avoiding uncertainty to accepting it: Semiotic modelling of history education at the limits of knowledge

Author(s): Merit Rickberg / Language(s): English Issue: 1/2023

This article explicates how different approaches to teaching history can enforce diverse strategies for dealing with uncertainty. Descriptions of three types of historical pedagogy are analysed as three kinds of modelling systems derived from Juri Lotman’s theory of semiotics of culture: myth-type modelling, scientific modelling, and play-type modelling. The paper argues that the connection between pedagogical approaches and uncertainty, as an experience that occurs at the limits of knowledge, can be modelled as the relation between a semiotic system and its boundary. The nature of this relation can differ depending on how the division between the internal and external space of the semiotic entity is perceived. Different types of modelling systems establish distinct patterns in order to deal with the indeterminacy of the borderland area. In the process of learning, these patterns can be viewed as semiotic strategies that various pedagogical approaches enforce when arriving at the limits of knowledge and facing the situation of indeterminacy that can cause students to experience uncertainty. Three different strategies are discussed in the context of history education: avoiding uncertainty in the case of the collective memory approach, addressing uncertainty in the case of the disciplinary approach, and accepting uncertainty in the case of the post-modern approach to teaching history.

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BOOK PURCHASE FOR ANTIQUE SHOPS IN ROMANIA

Author(s): Marius-George Coșarcă / Language(s): English Issue: 20/2020

Purchasing a book is as old as the appearance of the first ever-printed model. Book collecting has its own history that started as an activity for the rich and educated people a long time ago. Book collecting is today an activity that contributes with important implications to the public and private libraries. This article presents a review regarding books purchase for antique shops in Romania and not only. Important aspects should be taken into account during the process of buying antique books, such as the rarity of the volumes, the number of copies available, their condition and from whom the books are acquired. The antiques dealer has the responsibility of being a professional and showing respect to the sellers. This activity has no rules or guidelines and involves the dealer’s constant preparation and involvement. Book collectors remain responsible for the survival of many pieces related to history, literature and art, which would have been permanently lost and forgotten otherwise.

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Mokyklos veiklos kokybės vertinimas kaip Įdėmus žvilgsnis

Author(s): Jelizaveta Tumlovskaja,Jonas Ruškus / Language(s): Lithuanian Issue: 49/2022

Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment.

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ABİLEN PARADOKSU. EĞİTİM KURUMLARI ÜZERİNDE HERMENEUTİK FENOMOLOJİK BİR ÇALIŞMA

Author(s): Mehmet Ali Yarım / Language(s): Turkish Issue: 25/2023

The purpose of this research is to examine the Abilene paradox in schools in the context of its causes and consequences. The research is in the phenomenology model, which is one of the qualitative research methods. The study group of the research consists of teachers working in schools in Erzurum city center in the 2021-2022 academic year. In the interview, the data were obtained with a semi-structured interview form. The obtained data were analyzed by content analysis methods. According to the results of the research, there is a high level of Abilene paradox in schools. Teachers are forced to participate in decisions and practices that they do not want or believe, especially due to legal obligations, fear of being excluded from the group, and avoiding responsibility. Decisions and practices taken in schools outside of the will and belief of teachers often result in failure. This has consequences that affect organizations and schools such as inefficiency, cynicism, mental distress, lack of motivation, insecurity, negative climate and failure. As a solution to these problems, it is recommended to inform the employees, to participate in the decisions, to give autonomy and to apply the governance rules.

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Paradygmat krytyczno-emancypacyjny w dydaktyce. Perspektywa filozoficzna

Author(s): Maciej Jemioł / Language(s): Polish Issue: 1/2022

The critical-emancipatory approach to the didactic processes is sometimes mentioned as one of the great paradigms of education. Admittedly, it is not a particularly popular approach in pedagogical practice, but it is still alive, at least in the discussions of experts in didactics, and for this reason it is worth returning to it in our reflections on educational reality. This short study is an attempt at such a return to the critical-emancipatory paradigm in didactic considerations and the topic will be taken up here from the perspective of the very core of this paradigm, i.e. the philosophical concepts that lay at its basis. This requires reference to the thoughts of the proponents of the so-called Critical Theory, which originated in the Frankfurt School in the interwar period. This paper will present a general reconstruction of them, precisely so that the current didactic discourse does not lose sight of what lies at stake when it comes to critical didactics. Aspects of the critical-emancipatory paradigm will be considered here, such as the goals it sets for education, the course of the didactic process, the kind of relationship it establishes between student and teacher, and what kind of knowledge it produces. The analysis leads to the conclusion that, although the critical paradigm may contribute to small-scale changes on a local scale, it nevertheless remains largely inadequate to the contemporary educational reality, because it is politically motivated and has hard to achieve ambitions of large-scale social change.

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Ideologia w edukacji. Spojrzenie opisowe, negatywne i pozytywne na przykładzie wybranych stanowisk pedagogiki katolickiej i krytycznej

Author(s): Wojciech Kruszelnicki / Language(s): Polish Issue: 60/2023

The paper compares the interpretation of the concept of ideology within educational research undertaken by certain Catholic scholars, with the secular problematization of this concept on the grounds of both Polish and foreign educational studies. By using the example of selected theorists representing Catholic pedagogy, the author aims to demonstrate the shortcomings of the dogmatically Catholic rendering of the notion of ideology in education; this very rendering is said to have infested education and therefore it is valued strictly negatively and remains in opposition to philosophically grounded scholarship, including the more progressive Catholic interpretations of this concept. It is argued that in order to think of ideology in a modern and critical way, one cannot cling only to the dogmatic teachings of the Catholic Church and has to take into consideration not only the negative meaning of the term, but also its descriptive and pedagogically positive significance, much in the way it is done in the discourse of critical pedagogy.

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Europeanism as a Value System: A Potential Interpretation

Author(s): Sándor Karikó / Language(s): English Issue: 1/2023

Europeanism is the result of a two-and-a-half-thousand-year-old historical process. It has been guided by certain elements, such as ancient Greek democracy, Roman rules and laws, Judeo-Christian tradition, civic engagement, enterprise willingness and capabilities, humanism, national self-determination, and the virtues of dignity and respect for the individual. Europeanism has aspects which are not related to politics and economy but to morals and pedagogy (teaching, education). In this sense, we must analyze philosophical, ethical, and pedagogical correlations. In the author’s opinion, Europeanism is a great invention that has made the individual’s social role more important. Robert Musil, the most philosophical writer of the 20th century, wrote that the individual was nothing else but one’s own primary performance. According to Milan Kundera, God has become Deus absconditus and humans have become the philosopher’s stone. In this context, Europeanism signifies that the individual becomes what one makes of oneself. The author also thinks that the greatest challenges of pedagogy (from a theoretical and practical perspective) are: How can the ability and competence of independent thinking be realized during educational work?; How does the schooling system facilitate the development of the autonomy of pupils, students, and teachers? This is the most beautiful and charming quest of education.

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Anglų kalbos rizominio mokymosi kartografija: einant mokinių nomadiškų klajonių takais

Author(s): Aida Kairienė,Natalija Mažeikienė / Language(s): Lithuanian Issue: 2/2023

The research aims to explore rhizomatic learning in English among upper-grade secondary school students within non-formal and informal learning contexts. The study employs the cartographic method, using thematic analysis (Braun & Clarke, 2006) to identify themes and subthemes of rhizomatic learning. Rhizomatic maps are created based on the distinguished themes and subthemes, and English abilities. Data analysis is conducted using rhizoanalysis (Masny, 2015), a (non) method grounded in the principles of a rhizome proposed by Deleuze and Guattari: connection and heterogeneity, multiplicity and rupture, cartography and decalcomania, underpin the concept of rhizomatic learning. It is important to note that students’ learning journeys and paths are authentic and individualized, diverging from the traditional hierarchical “one root” learning approach. They wander and navigate through unexplored learning spaces, engaging and immersing themselves in enjoyable activities that align with their interests and preferences, thereby creating authentic and unique experiences. In addition, it should be emphasized that rhizomatic maps are dynamic and subject to change as students modify their learning directions, encounter ruptures in their path, or expand their learning. Thus, this research exemplifies the inherent instability of rhizomatic learning of English.

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QUO VADIS ВАЛОРИЗАЦИЈА ЗНАЊА? (критика система оцјењивања студената, наметнутог прописима Универзитета у Бањој Луци)

Author(s): Dejan Lučka / Language(s): Serbian Issue: 48/2015

The aim of this paper is to give a critic view of specific regulations of the University of Banja Luka, which contains parts on student assessment and evaluation of their knowledge. Also, the goal of this paper is to encourage action for different interpretation/modification of these unfair provisions. These provisions, although only a fraction of the typhoon that was brought by the application of the so called Bologna declaration on the University, is a retrograde force which scatters the light that needs to be interwoven into the estimation of the amount of student’s knowledge. Faculty of Law and students who study law there, felt and still feel the massacre of the knowledgehungry spirit, due to bureaucratic obstacles imposed by university rules.

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Główne związki pedagogiki z teorią krytyczną

Author(s): Wojciech Kruszelnicki / Language(s): Polish Issue: 35/2023

This paper analyses connections between pedagogy and critical theory in the work of Henry A. Giroux. Locating the genesis of critical pedagogy in Giroux’s scholarship and account- ing for its persistent exploitation of the intellectual legacy of the Frankfurt School have signifi- cant implications for how we understand the role of theory in education. Critical theory pro- vides essential tools for developing pedagogies and forms of education that seriously engage with the ideas of emancipation, social transformation, and cultural struggle for a viable democ- racy and a rationally organized social life. The paper strongly opposes recent claims that critical pedagogy has lost its close connections to the critical theory of the Frankfurt School, and that educational critique has failed to offer any positive vision of schooling, leading instead to cyni- cism and despair. Contrary to these views, it demonstrates how the key concepts of critical the- ory operate in Giroux’s discourse and how they allow him to construct a program of critical literacy and civic education that provides a rationale for rethinking schools as democratic public spheres where critical thinking and democratic skills can be analyzed and practiced.

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Philosophy of Education in Postmetaphysical Thinking

Author(s): Peter Kondrla,Patrik Maturkanič,Martin Taraj,Viktoria Kurilenko / Language(s): English Issue: 2/2022

Aim. The aim of the article is to define the possibilities of education in the concept of postmetaphysical thinking. The definition takes into account the need to understand education as an open process of developing an authentic personality. Concept. The article is built around a comparison of metaphysical and post-metaphysical thought. It describes the fundamental differences between both types of thinking, with a focus on the importance of others and openness in the interpretation of fundamental pedagogical categories. Results. Creation of a basic framework for the innovation of pedagogical practices. The proposed framework views pedagogical success as a means of finding a sense of self, leaves room for alternative solutions, and emphasises the importance of students’ individual abilities. Conclusion. It allows for pedagogy based on acceptance of otherness. Through the pedagogy thus interpreted, it creates a path for creative solutions to educational problems while developing not only the individual abilities of students but also their capacity for tolerance, which is a prerequisite for the functioning of a democratic society, through the pedagogy thus interpreted. Cognitive value. The article presents problems that arise when using classical pedagogy, i.e. pedagogy based on metaphysical thinking. The aim of classical pedagogy is the passive passing of knowledge and the production of graduates with the same abilities and knowledge.

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Agnotologia pedagogiczna (2). Ignorancja jako funkcja politycznego centralizmu i globalnego neoliberalizmu gospodarczego

Author(s): Kazimierz Zbigniew Kwieciński / Language(s): Polish Issue: 1/2023

This is the second essay in the “Pedagogical Agnotology” series. Agnotology is the study of spreading intolerance (R. N. Proctor). The author analyzes two problems concerning ignorance as an inevitable function of political centralism and neoliberal global economy. These two great, dominant forces are anti-educational in themselves, but they also lead to the complete, almost fatal, destruction of organized education systems. Populism and neo-fascism are growing. Young people immersed in consumerism do not notice that they have been robbed of their own future by “geronto-crats”, they do not rebel. What can educators and teachers do? A call for education to resistance action.

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