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CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES

100%
Valavičienė N., Penkauskienė D., Pivorienė J., Railienė A., Merfeldaitė O., Sadauskas J., Jegelevičienė V., Indrašienė V.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 2
121-132
EN
Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme  makers. Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.
2

The many faces of hermes: The quality of participation experiences and political attitudes of migrant and non-migrant youth

88%
Fernandes-Jesus M., Malafaia C., Ferreira P., Cicognani E., Menezes I.
Human Affairs
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2012
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vol. 22
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issue 3
434-447
EN
This paper intends to explore whether and how the quality of participation experiences is associated with political efficacy and the disposition of migrant and non-migrant young people to becoming involved. The sample includes 1010 young people of Portuguese, Angolan and Brazilian origin, aged between 15 and 29 years old. The results reveal that the quality of participation experiences is related to political efficacy and dispositions to becoming involved, but different groups seem to react differently to different forms of political action.
3

The Dispositions, Abilities and Behaviours (Dab) Framework for Profiling Learners’ Sustainability Competencies in Higher Education

75%
Besong F., Holland C.
Journal of Teacher Education for Sustainability
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2015
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vol. 17
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issue 1
5-22
EN
The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given the complex nature of sustainability, there is limited availability of paradigmatic frameworks to guide educators in assessing sustainability competencies. This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework, which influenced the design of an intervention in 2013-2014 that profiled sustainability competencies among final year undergraduate students in a higher education institution. The results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability- related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education settings.
4
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Ryle, čtenář Austenové : Behaviorismus jako průhled do lidských srdcí

75%
Beran O.
Filosofický časopis (Philosophical Journal)
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2018
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vol. 66
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issue 1
75-96
EN
The article offers and discusses a possible understanding of Ryle’s behaviourism against the background of Ryle’s philosophical reflections on the novels of Jane Austen. The first part presents Ryle’s account of Austen’s charaterology as an Aristotelian anthropology (people do not divide into the good and the bad, rather each one presents a concrete exemplification of a series of heterogenous traits) and its philosophi­cal setting in virtue theory. In the second part I examine how Ryle’s dispositional analysis can be applied to more complex character traits too: character traits should be understood as dispositions with an open spectrum of behavioural expressions, to which we lend a certain quality (extending also into behavior that goes “against the disposition”). In the third part, with the help of a (Wittgensteinian) concept of verification, I reconstruct a hypothetical Ryle-Wittgenstein conception of behaviourism as the specific analysis of the relation between non-identical, though inseparable, reports of behavior and reports of the “mental”: reports about concrete expressions and acts are the only means by which a meaningful dispute about the sense and accuracy of reports about character traits can be conducted. In the final, fourth, part I add some notes on the question of how the two types of report can throw light on each other. The ability to know character traits is a specific kind of perceiving or seeing (which exercises itself on people who express themselves in different ways, but which does not amount to a peering “within” their minds or heads), at the root of which is an ability to judge which requires cultivation.
5
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Conceptual thinking in Hegel’s Science of logic

38%
Stekeler-Weithofer P.
ARGUMENT: Biannual Philosophical Journal
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2013
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vol. 3
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issue 2
445-474
PL
Filozofia analityczna po logicyzmie Fregego i atomizmie logicznym Russella odziedziczyła szereg założeń związanych z istnieniem rodzajowej dziedziny bytów indywidualnych, których tożsamość i elementarne określenia już mamy zdefiniowane. Te „indywidua” istnieją tylko w idealnych „światach możliwych” i nie są niczym innym jak zbiorami posiadającymi strukturę bądź czystymi zbiorami matematycznymi. W przeciwieństwie do takich czysto abstrakcyjnych modeli, Hegel analizuje rolę pojęciowych rozróżnień i odpowiednich brakujących inferencji w rzeczywistym świecie. Tutaj wszystkie obiekty są przestrzennie i czasowo skończone. Nawet jeśli rzeczywiste rzeczy poruszają się zgodnie z pewnymi formami, są tylko momentami w całościowym procesie. Wszelako, formy te nie są przedmiotami bezpośredniej, empirycznej obserwacji, lecz zakładają udane i powtarzalne działania i akty mowy. W rezultacie żadna semantyka odnoszącej się do świata referencji nie może obyć się bez kategorii Heglowskich, które wykraczają daleko poza narzędzia opartej wyłącznie na relacjach logiki matematycznej.
EN
Analytical philosophy after Frege’s logicism and Russell’s logical atomism presupposes sortal domains of individual ‘entities’ for which we already have defined their identities and el- ementary predicates. Such ‘things’ exist only in ideal ‘possible world’ which are nothing but structured sets of purely mathematical sets. In contrast to such purely abstract models, Hegel analyses the role of conceptual differentiations and corresponding default inferences in the real world. Here, all objects are spatially and temporally finite. Even if real things move according to certain forms, they are only moments in holistic processes. Moreover, the forms are no objects of immediate empirical observation but presuppose successfully reproducible actions and speech acts. As a result, no semantics of world-related reference can do without Hegel’s categories, which go far beyond the means of merely relational mathematical logic.
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