Naslov
Kritičko mišljenje u nastavi filozofije, logike i etike
(Critical Thinking in Teaching Philosophy, Logic and Ethics)

Autori
Ćurko, Bruno

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, doktorska disertacija

Fakultet
Filozofski fakultet

Mjesto
Zagreb

Datum
30.04

Godina
2012

Stranica
270

Mentor
Jurić, Hrvoje

Ključne riječi
Kritičko mišljenje; filozofija; logika; etika; nastava; filozofija za djecu; kreativno mišljenje; skrbno mišljenje; Sokrat; Francis Bacon; René Descartes; John Dewey; Matthew Lipman
(Critical Thinking; Philosophy; Logic; Ethics; Teaching Phiosophy; Philosophy for Children; Creative Thinking; Caring Thinking; Socrates; Francis Bacon; René Descartes; John Dewey; Matthew Lipman)

Sažetak
Ovaj rad propituje povezanost kritičkog mišljenja sa filozofijom, logikom i etikom, te onim teorijskim koncepcijama i autorima koji su, izravno ili neizravno, doprinijeli raspravi o toj povezanosti, stavljajući poseban naglasak na poučavanje kritičkog mišljenja i filozofske grupe predmeta u školama. Ideja kritičkog mišljenja postupno se i na različite načine razvijala kroz cijelu povijest filozofije, od Sokrata i Aristotela, preko Francisa Bacona i Renéa Descartesa, do Johna Deweyja koji je svojevrsna prekretnica u shvaćanju, odnosno konceptualiziranju ovog pojma. On u svojim promišljanjima o »refleksivnom mišljenju« ističe nužnost »uvježbavanja mišljenja« od najranije dobi, odnosno od školskih klupa nadalje. Njegovu teoriju refleksivnog mišljenja razvili su i dalje razvijaju suvremeni filozofi pod nazivom kritičko mišljenje. U tom smislu, najprikladniji nastavni predmeti za uvježbavanje mišljenja su Filozofija, Logika i Etika. Nastavni predmet Filozofija je u svim svojim aspektima pogodan za razvijanje kritičkog mišljenja. Formalna i neformalna logika pružaju pravila kritičkom mišljenju. Etika je na više načina povezana s kritičkim mišljenjem, što se u radu posebno naglašava. Kritičkom rasudbom sami sebi možemo osvijestiti vlastite moralne i etičke stavove te ispitati njihovu vjerodostojnost. Kritičkim mišljenjem uviđamo koliko je uopće moguće moralno djelovanje u zadanim okolnostima. Uza sve to, kritičko mišljenje nas priječi da prihvatimo etički relativizam. Stoga Etika kao nastavni predmet, koji postoji u nekoliko zemalja svijeta, svojom problematikom i pristupom postaje idealno područje za razvoj kritičkog mišljenja. U radu se, među ostalim, uspoređuju kurikuli etike iz Finske, Makedonije, Litve i Hrvatske. Uza sve nabrojeno, a s obzirom na poučavanje kritičkog mišljenja, u svijetu je sve prisutnija i »filozofija za djecu«. To je pokret koji djecu od najmlađe dobi pokušava upućivati i senzibilizirati za kritičko mišljenje. Uz praktičan rad s djecom razvila se i teorija u kojoj prednjači Matthew Lipman, koji je i sukreator prvog kurikula filozofije za djecu. On ono što se obično naziva kritičkim mišljenjem naziva »multidimenzionalnim mišljenjem«, te ga dijeli na kritičko, kreativno i skrbno (brižno) mišljenje. U radu se prikazuje rasprostranjenost filozofije za djecu u svijetu, te stanje tog područja po pojedinim zemljama.

Izvorni jezik
Hrvatski

Znanstvena područja
Filozofija

Napomena
In this work the author tries to prove that critical thinking or ‘learning how to think’ is extremely important and desired in official education system. Logic, Philosophy and Ethics are the most appropriate school subjects for thinking training. It is very important to see how children adjust to critical thinking from early age through different kinds of programs of Philosophy for Children. The chapter “Philosophy and Critical Thinking” is divided in two thematic parts. The first part is about philosophical development of critical thinking concept throughout the history of philosophy. Development of critical thinking can be divided into three parts: from the Sophists to John Dewey, Dewey's theory of reflective thinking, and from Dewey until today. The main philosophers responsible for the theoretical establishment of critical thinking concept (beside Dewey) are Socrates, Aristotle, The Skeptics, Francis Bacon, René Descartes, Immanuel Kant, and William Graham Sumner. The American philosopher John Dewey represents a turning point in understanding this idea. In his theories about reflective thinking he stresses the need to practice thinking from primary school on. His theory of reflective thinking has been developed and is still being developed by the contemporary philosophers noted as critical thinking. Second part of this chapter shows the situation of philosophy as a school subject in high schools, and how philosophy as a subject may encourage students to think critically. The second chapter “Logic and Critical thinking” is devoted to formal and informal logic. It provides formal rules for critical thinking. This section specifies all the knowledge from formal and informal logic which is useful for critical thinking. This section also confirms that the knowledge of rules from formal and informal logic is necessary for those who teach critical thinking, but not for those who need to learn how to think critically. The third section “Ethics and critical thinking” defines the relation between ethics and critical thinking. Ethics is in many ways related to critical thinking. Applying critical thinking can enable us to become aware of our own ethical attitudes and examine their validity. With help of critical thinking we can realize that our moral actions are in certain circumstances achievable in practice. The amount of critical thinking prevents us from accepting ethical relativism. Ethics as a subject, which exists in several countries around the world, its problems and its approach, are an ideal area for developing the critical thinking. In this chapter the author compares the curricula of Ethics courses in Finland, Lithuania, Macedonia, and Croatia. The fourth chapter is devoted to the “Philosophy for Children”, a philosophical discipline which aims to teach children how to think critically, and its relation to the philosophy itself and to critical thinking. The first creator of this program, Matthew Lipman, argues about ‘multidimensional thinking’, divided into critical, creative and caring thinking. The Lipman’s term ‘multidimensional thinking’ represents nothing else but the critical thinking, as it is seen in much of the public. Philosophy for Children developed and specified a type of philosophical discussion with children – “Community of Inquiry”. In this chapter the author shows in which countries Philosophy for Children can be found, as well as different kinds of programs of Philosophy for Children which exist in the world. This work entirely justifies the hypothesis of the necessity of some kind of critical thinking in any educational system, in order to develop communication skills, power of argumentation in students, logical reasoning and incentives to their own opinion.

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