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1

SOCIAL EMOTIONAL LEARNING AND CRITICAL THINKING DISPOSITION

100%
Arslan S., Demir Z.
Studia Psychologica
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2016
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vol. 58
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issue 4
276 - 285
EN
The objective of this research is to investigate the correlations between social emotional learning and critical thinking. The research involved 289 university students. Social emotional learning scale and Critical Thinking Disposition Scale were used. To determine the correlations between social emotional learning and critical thinking, correlation analysis and structural equation modelling were applied. According to the research findings, critical thinking and social emotional learning were found to correlate significantly positively. The findings indicated excellent fit (χ2 = 782.15, df = 427, p = .00, RMSEA = 0.054, NNFI = .91, CFI = .92, IFI=. 92, SRMR = .063). According to the results, critical thinking was predicted positively by social emotional learning.
2

PHILOSOPHY OF HISTORIOGRAPHY AND THE POTENTIAL OF HISTORY EDUCATION

100%
Černín D.
Filozofia (Philosophy)
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2023
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vol. 78
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issue 3
180 – 193
EN
Philosophers of historiography are constantly trying to answer the question about the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require answering the very same question to utilise history’s potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions of historiography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself.
3
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Czy filozofia ma dziś jeszcze coś do powiedzenia?

100%
Siemianowski A.
Filo-Sofija
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2007
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vol. 7
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issue 7
EN
Scientific knowledge endows contemporary human with spiritual power allowing them to control the nature. Scientific results can be used in various domains of life. Philosophy, in turn, might be regarded as knowledge which is rather useless. In spite of that, one may ask the question: what is the meaning of philosophy for human life? The author argues that philosophy understood as inquisitive thinking which penetrates the reality evokes in us metaphysical sensitivity. Philosophy understood as theoretical thinking motivates us to disinterested search for truth. Finally, philosophy taken as critical thinking contemplates the limits of our knowledge and tries to liberate humans from ideology.
4

MOŽNOSTI ROZVÍJANIA KRITICKÉHO ZMÝŠĽANIA ŠTUDENTOV PROSTREDNÍCTVOM VYUČOVANIA DEJEPISU

100%
Otčenášová S.
Studia Historica Nitriensia
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2013
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vol. 17
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issue 2
212 – 219
EN
The article discusses the meaning of history classes in primary and secondary schools and the possibilities of turning history classes into means of developing critical thinking skills among the students. Three main problems of present-day history education are identified in the article: focusing on historical narratives, emphasizing of conflicts in past and creating the image of the glorious past of one’s own nation, which leads to the spreading of stereotypes about the self and the other. The author proposes the idea that history education could be improved by stimulating the students to work individually with the sources, by introducing lessons on historiography and history of ideas into primary and secondary education, and by developing discussions on current social problems and their historical roots within history classes themselves.
5

CONTRAST BETWEEN DOGMATIC AND CRITICAL ARGUMENTS

88%
Frederick D.
Organon F. medzinárodný časopis pre analytickú filozofiu
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2015
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vol. 22
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issue 1
9 - 20
EN
Karl Popper lamented the prevalence of dogmatic argument in philosophy and commended the kind of critical argument that is found in the sciences. David Miller criticises the uncritical nature of so-called critical thinking because of its attachment to dogmatic arguments. The author expounds and clarifies Popper’s distinction between critical and dogmatic arguments and the background to it. He criticises some errors in Miller’s discussion and he reaffirms the need for philosophers to eschew dogmatic arguments in favour of critical ones.
6

DOES MEDIA EDUCATION AT SCHOOLS DEVELOP STUDENTS´ CRITICAL COMPETENCES? (Rozvija medialna vychova v skolach kriticke kompetencie ziakov?

88%
Petranova D.
Communication Today
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2011
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vol. 2
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issue 1
66-83
EN
Media education in formal education in Slovakia is the compulsory part of school curricula. One of the basic goals of media education is to teach pupils how to subject the media contents to critical analysis, in other words to develop their critical thinking abilities. The history of efficiency research and confirmation of the necessary inclusion of media education to schools does not have a long tradition. That was the reason for us to carry out the research and try to answer the question what is the relation between passing the course of media education and development of critical thinking competence. The study also offers information pointing to present-day limitations of formal media education in Slovakia; its ambition is to bring suggestions improving the current conditions.
7

VEDECKÉ POZNÁVANIE A PRAGMA-DIALEKTIKA

88%
Taliga M.
Filozofia (Philosophy)
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2023
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vol. 78
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issue 8
675 – 688
EN
Based on a critical analysis of a specific theory of knowledge course, Gábor Zemplén has identified several barriers frustrating efforts to support critical thinking in science education. He proposes three strategies of how to bolster up critical thinking skills in teaching science-oriented courses. One of them is to implement the pragma-dialectical theory of argumentation in classes. The paper calls attention to three implicit assumptions behind the Zemplén’s proposal, subjects them to internal criticism, and argues that they cannot be reconciled with each other. By criticizing them externally, the paper aims to show that it is not apposite to explain or model scientific cognition by the pragma-dialectical theory of argumentation.
8
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OBČIANSKE KOMPETENCIE A VÝCHOVNO-VZDELÁVACÍ PROCES NA ŠKOLÁCH

88%
Melkusová H.
Annales Scientia Politica
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2013
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vol. 2
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issue 2
36 – 41
EN
The Year 2013 was declared by the representatives of the European Union as the European Year of Citizens. The formation of the European citizenship is an important condition for the exercise of citizens´ rights from all of the EU countries. Slovak Republic took a part in an international research civic education and citizenship education in 2009. The facts showed that the SR is teaching civics productively. Active citizenship and development of critical thinking skills are the main tasks of the educational system and they are related with the problems, which have to be solved especially in relation with an erosion of the values which occur in the consumer society, undermining democracy, incoherence, increasing selfishness and individualism.
9

Is Media Literacy Still One of the Priorities for Policy Makers?

88%
Buckingham D., Fedorov A., Vrabec N.
Communication Today
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2016
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vol. 7
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issue 2
100–107
EN
The interviews focus on the key question whether media literacy is still in the spotlight of contemporary society. The past decades has seen rapid development of professional and academic interest in the field of media literacy. The theoretical and practical issues that have dominated the field for many years have already drawn attention to the importance of this concept for the individual and for the society. In fact, the introduction of media education in schools and other areas of public life is still being confronted with many challenges. Moreover, the wide range of related problems is becoming less in the centre stage of policy making – at the European and non-European level alike. The interviews address questions about the priorities of educational policy, which should not be focused only on the topics that can directly contribute to economic growth and job creation. Particularly today, at the times of global conflicts and societal as well as cultural transformations, it is very important to develop the critical thinking of citizens – of course, in relation to the media and their society-wide actions and agendas.
10
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ANTI-COMMUNIST RESISTANCE IN THE FĂGĂRAȘ MOUNTAINS (ROMANIA) AS A CHALLENGE FOR SOCIAL MEMORY AND AN EXERCISE OF CRITICAL THINKING

75%
Sorea D., Bolborici A.-M.
Sociológia (Sociology)
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2021
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vol. 53
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issue 3
266 – 286
EN
Social memory is dynamic, adaptable to the ensemble of group perceptions on the present. In the first decade after WWII there were numerous active anti-communist armed resistance groups in the Romanian mountains. The most powerful resistance groups operated on the southern and northern sides of the Făgăraș Mountains. According to the results of exploratory research conducted in 2020 the representations of the anti-communist resistance in the mountains in Romanian young people’s memories are feeble. Retrieving representations of the resistance is useful as critical exercise in understanding history, as source of identity comfort and as part of the lesson on totalitarianism.
11

SOME REFLECTIONS ON THE INFORMAL LOGIC INITIATIVE

63%
Johnson R. H.
Studies in Logic, Grammar and Rhetoric
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2009
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issue 16(29)
17-46
EN
In this paper, I undertake to present clearly just what informal logic ('logika nieformalna') is and how it relates to formal logic, and to logic as such. To do that, I start by explaining how the Informal Logic Initiative (ILI) began in North America in the 70s. That will lead to a discussion of what is meant by 'informal logic' and how it stands related to cognates such as formal logic, critical thinking, and argumentation. In Section 3, I discuss what I take to be basic theses about argumentation that have emerged from the informal logic perspective. In Section 4, I discuss some achievements of informal logic, and in Section 5, I discuss several interesting recent developments and in Section 6, I discuss the possible future developments. I conclude with some remarks on the importance of the Informal Logic Initiative in Section 7.
12

Critical Thinking and the Challenges of Internet

63%
Plencner A.
Communication Today
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2014
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vol. 5
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issue 2
4-19
EN
In this article, the author addresses some challenges to information searches and information evaluation which were brought by the Internet. Large segments of audience are exaggerating their awareness and do not realize that their online behavior is driven more by emotions than by critical assessment of primary sources. The result is growing popularity of conspiracy theories, pseudoscience, propaganda, and alternative medicine. These are all examples of biased reasoning. Due to scientists, scholars, teachers, and journalists, this trend can be considered as a potential threat to public health and democracy. Publics incapable of informed choices can be manipulated to support radical political utopia or to reject evidence based treatments. Some basic principles of media literacy, scientific literacy and critical thinking are outlined. They can be used as tools for raising awareness, enhancing reasoning and adopting more objective perspective. This article is based on assumption that behind irrational beliefs there often lies anxiety, precondition for distrust derived from childhood. Not only general users of the Internet tend to overestimate their competence in domains of their interest (so called Dunning-Kruger effect), their behavior may be affected by unrecognized emotional agenda (cautious monitoring of environment for danger, suspicious attitude towards authority figures and official sources of information). The article is enclosed with some recommendation how to evaluate information sources on the Internet and how to be more empathetic in online discussions in order to inspire to reasonable and healthy choices.
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