Psychological factors and pedagogical prerequisites for the development and formation of future teachers' critical thinking

Abstract

The article examines the importance of critical thinking in the modern world, especially in light of intense social change and conflict. The authors analyze the contemporary philosophy of critical thinking and the psychology of creative thinking, including the ability of children to interact and play directly. They discuss the differences between reproductive and productive logic of thinking and the process of developing critical thinking. The article also focuses on the role of critical thinking in post-totalitarian Ukraine, in particular in scientific processes of cognition. It is not just a random phenomenon, but an important tool for achieving absolute truth. Thinking does not exist separately from content, it is a product of cognition and transformation of reality, which is constantly moving towards new discoveries. It is emphasized that critical thinking is an important element of education from primary school to postgraduate education. It is critical for career and life activities in general. Particular attention is paid to the importance of critical thinking in democratic societies, where the need to assess situations, separate truth from lies, and make independent decisions are key.

The article attempts to analyze thinking processes in the context of theoretical and practical problems. The forms of theoretical thinking, their role in reflecting the universal and special properties of objective reality are considered. The author emphasizes the importance of understanding the essence of categories and concepts in science and education. The author also discusses the importance of practical activities for the development of theoretical thinking, and examines in detail the various forms of inference: induction, deduction and traduction, and emphasizes the importance of criticality in the process of activity.

The author analyzes the relationship between criticality and creativity as properties of thinking. It is emphasized that criticality, although not always conducive to creativity, is an integral element of a critical and analytical approach to problem solving. Creativity, on the other hand, is a special type of intellectual ability that generates original ideas and is not limited to traditional thinking algorithms. The author emphasizes the special influence of the educational environment on creativity and criticality, as well as the role of these two qualities in the creative search for truth.