Naslov
Kritičko mišljenje u nastavi filozofije, logike i etike
(Critical thinking in taching philosophy, logic and ethics)

Autori
Ćurko, Bruno

Vrsta, podvrsta i kategorija knjige
Autorske knjige, monografija, znanstvena

Izdavač
Hrvatsko filozofsko društvo ; Filozofski fakultet Sveučilišta u Splitu

Grad
Zagreb

Godina
2017

Stranica
237

ISBN
978-953-164-177-7

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 ; ethics ; logic ; teaching ; philosophy with children ; creative thinking ; Sokrat ; Francis Bacon ; René Descartes ; John Dewey ; Matthew Lipman)

Sažetak
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. 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.

Izvorni jezik
Hrvatski

Znanstvena područja
Filozofija

Napomena
Book had 4 major chapters. 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.

POVEZANOST RADA