Феномен критичного мислення у контексті філософії для дітей: трансцендентальний вимір
Ключові слова:
активність розсудку, автономність розуму, сила судження, синтез, імператив, загальне відчуття, дослідник, святий, геній
Анотація
Актуальність теми обумовлена важливістю впровадження філософії для дітей у сучасному українському освітньому просторі, а також тими цивілізаційними викликами, з якими Україна зіштовхнулась у війні з Росією. Метою є розкриття гносеологічних, етичних, естетичних площин трансцендентального виміру феномена критичного мислення у межах філософії для дітей, базуючись на поглядах І. Канта шляхом артикуляції актових, змістовних, антропологічних зрізів кожної з позначених площин. Результатами дослідження є, по-перше, позначення актових, змістовних та антропологічних зрізів трансцендентального виміру критичного мислення. По-друге, було окреслено особливості трансцендентального виміру гносеологічної, етичної та естетичної площин. По-третє, було артикульовано особливості гносеологічної площини трансцендентального виміру критичного мислення в актовому, змістовному та антропологічному зрізах. По-четверте, було вивчено етичну площину трансцендентального виміру критичного мислення в актовому, змістовному та антропологічному зрізах. По-п’яте, опрацьовано естетичну площину трансцендентального виміру критичного мислення в актовому, змістовному та антропологічному зрізах. По-шосте, продемонстровані кореляти між гносеологічною, етичною, естетичною площинами трансцендентального виміру критичного мислення та філософією для дітей (активність позиції дослідника, пізнання як феноменальне конструювання світу у смислових зв’язках, процесуальний характер набуття автономії розуму, поєднання свободи та відповідальності, знайомство з прекрасними мистецтвами, sensus communis як основа «спільноти дослідження» М. Ліпмана). У висновках наведені основні підсумки дослідження гносеологічної, етичної, естетичної площин трансцендентального виміру критичного мислення у контексті філософії для дітей в актових, змістовних, антропологічних зрізах.Завантаження
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Посилання
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Tsvetkova, G., & Kuzmenko, I. (2021). Critical thinking: the essence, structure and content of the concept. Educational and scientific space, 1(1-2021), 99-110. https://doi.org/10.31392/ONP-npu-1.2021.12
Zaremba, L. (Ed.) (2024). Preschool education: theory, methodology, innovations, Materials of the 10th All-Ukrainian Scientific and Practical Internet Conference (May 15, 2024). Volyn.
Akimova, O., & Nagornyak, S. (2023). Debates as a method of forming critical and creative thinking in primary school children. Bulletin of science and education. Series: philology, culture and art, pedagogy, history and archeology, sociology, 2(8), 234-243. https://doi.org/10.52058/2786-6165-2023-2(8)-234-243
Anishchenko, N., & Kovalev, O. (2022). The role of innovative educational space in the process of constituting a creative community of researchers (on the example of the international program "Philosophy for Children"). Pedagogical innovations: ideas, realities, prospects, 1(28), 43–53. https://doi.org/10.32405/2413-4139-2020-1(28)-43-53
Dovbnya, S. (2024). Fundamentals of critical thinking of children of senior preschool age: justification of pedagogical conditions. Current issues in modern science. Series "Pedagogy", Series "Law", "Series "Economics", Series "Public Administration", Series "Technology", Series "History and Archaeology", 5(23), 820-833. https://doi.org/10.52058/2786-6300-2024-5(23)-820-833
Galchenko, M. (2018). Philosophy at school: "Pro" and "Contra". Philosophical horizons. 40, 135-145. https://doi.org/10.5281/zenodo2535730
Ganaba, S. (2022). Once again about critical thinking or how not to kill the philosopher in a child. Art and education, 4(106). 2-6. https://doi.org/10.32405/2308-8885-2022-4(106)-2-6
Kant, I. (1998). Groundwork of the Metaphysics of Morals. Cambridge: Cambridge University Press.
Kant, I. (2000). Critique of pure reason. Kyiv: Univers.
Kant, I. (2004). Critique of practical reason. Kyiv: Univers.
Kant, I. (2022). Critique of the power of judgment. Kyiv: Tempora.
Karpenko, O. (2020). The essence of the concept of "critical thinking" and its historiogenesis. Pedagogical Sciences: Realities and Prospects, 77, 107-112. https://doi.org/10.31392/NPU-nc.series5.2020.77.24
Kremen, V., Galchenko, M., & Ilyin, V. (2023). Philosophy as a means of child development: giftedness, knowledge, creativity: a textbook. Kyiv: Institute of Gifted Children of the National Academy of Sciences of Ukraine.
Kulyk, O. (2024). Necessary conditions for critical thinking. Scientific and theoretical almanac Grani, 27(2), 6-11. https://doi.org/10.15421/172423
Kuzmenko, I. (2023). Fundamentals of critical thinking of children of senior preschool age: the essence of the phenomenon, features of formation. Humanization of the educational process, 1(103). 129-141. https://doi.org/10.31865/2077-1827.1(103)2023.284541
Lipman, M. (1988). Philosophy Goes to School. Philadelphia: Temple University Press.
Lipman, M. (1998). Ethical Inquiry: Instructional Manual to Accompany Lisa. Montclair, New Jersey: Institute for the Advancement of Philosophy for Children.
Lipman, M. (2003). Thinking in Education. Cambridge University Press.
Lokshina, O. (Ed.) (2021). Trends in the development of school education in the EU, the USA and China: a monograph. Kyiv: CONVI PRINT. Retrieved from https://doi.org/10.32405/978-617-8124-17-5-2021-350
Matvienko, O., & Zhang, Ts. (2024). Psychological factors and pedagogical prerequisites for the development and formation of critical thinking of a future teacher. Educational and Scientific Space, 6(1), 97–109. https://doi.org/10.31392/onp.2786-6890.6(1).2024.10
Morska, N., Lytvyn, L., & Poperechna, G. (2024). Value orientations in the modern world: theoretical analysis and practical experience. Collection of abstracts of the VI International Scientific and Practical Conference, May 17–18, 2024. Ternopil: Osadtsa Yu.V.
Oleshko, P. (Ed.) (2022). Methodological and methodological problems of teaching in the modern educational process, Materials of reports (articles, theses) of participants of the 12th scientific and practical internet conference (Lutsk, November 29, 2022). Lutsk: KZVO "Lutsk Pedagogical College" - VIPPO.
Palchyk, A. (2022). Dialogue as a tool of philosophical education in Poland. Perspectives. Socio-political journal, 2, 83-91. https://doi.org/10.24195/spj561-1264.2022.2.11
Panasenko, E. (2024). Formation of the foundations of critical thinking of children of senior preschool age: an analytical review of the problem. Journal "Perspectives and innovations of science". Series "Pedagogy", Series "Psychology", Series "Medicine", 4(38), 503-513. https://doi.org/10.52058/2786-4952-2024-4(38)-503-513
Philosophy for Children: Current State and Development Prospects. (2021). Materials of the All-Ukrainian Scientific and Practical Online Conference (Kyiv, May 25, 26, 2021). Kyiv: Institute of Gifted Children of the National Academy of Sciences of Ukraine. Retrieved from https://iod.gov.ua/content/events/27/materiali-konferenciyi-filosofiya-dlya-ditey--suchasniy-stan-i-perspektivi-rozvitku_publications.pdf?1651075388.7727
Pogribna, D. (2021). The place and significance of the work "Sophia's World" by Y. Gorder in philosophy for children. Multiversum. Philosophical Almanac, 1(173), 174–186. https://doi.org/10.35423/2078-8142.2021.1.1.12
Sukhomlynsky, V. (2023). I will tell you a fairy tale... Philosophy for children. Kyiv: Shkola.
Terletsky, V. (2020). Kant's theory of genius: some issues of source reconstruction. Sententiae, XXXIX(1), 29-53. https://doi.org/10.31649/sent39.01.029
Terno, S. (2021). Critical thinking and philosophical awareness of the world. (A manual for the preparation of doctors of philosophy). Zaporizhzhia: Zaporizhzhia National University.
Terno, S. (2023). Critical thinking and innovative strategies in historical education. (A manual for applicants for a higher education master's degree in the educational and professional program "Secondary education (History)"). Zaporizhzhia: Zaporizhzhia National University.
Topuzov, O., Sysoeva, S., Dichek, N., & Kultaeva, M. (2021). History and philosophy of education in independent Ukraine: controversies of modern scientific knowledge: collection. Abstracts of the All-Ukrainian Scientific and Practical Conference with International Participation. Kyiv: Pedagogical Thought. Retrieved from https://undip.org.ua/wp-content/uploads/2021/07/Istoriia-ta-filosofiya-osvity-v-nezalezhniy-Ukraini-zdobutky-i-stratehii.pdf
Tsvetkova, G., & Kuzmenko, I. (2021). Critical thinking: the essence, structure and content of the concept. Educational and scientific space, 1(1-2021), 99-110. https://doi.org/10.31392/ONP-npu-1.2021.12
Zaremba, L. (Ed.) (2024). Preschool education: theory, methodology, innovations, Materials of the 10th All-Ukrainian Scientific and Practical Internet Conference (May 15, 2024). Volyn.
Опубліковано
2024-08-30
Як цитувати
Макаренко, М. (2024). Феномен критичного мислення у контексті філософії для дітей: трансцендентальний вимір. Науково-теоретичний альманах Грані, 27(4), 59-67. https://doi.org/10.15421/172477
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