Формування критичного мислення особистості в контексті ціннісно-смислової парадигми освіти

Abstract

The article is devoted to the problem of the formation of critical thinking of an individual in the context of the value-sense paradigm of education. The authors provide a thorough description of the essence of the value-sense educational paradigm, the leading ideas of which are defined as: the natural urge of the individual to learn based on internal meanings without presenting ready-made knowledge and facts, but through meaningful learning and “discovery” of knowledge; personality is unique and unique with its own set of values and meanings, and also, in fact, personality produces values and in the educational process there is a kind of mutual exchange of values; mutual exchange of values, and, accordingly, their formation/correction is possible during subject-subject interaction between participants of the educational process, which is what the value-sense paradigm is focused on; the purpose of the educational process is to form a person’s ability to successfully model and, on this basis, realize his future based on values and meanings; the formation of the necessary competences set by society through the legal framework occurs naturally if the individual recognizes the necessary values as meaningful. In turn, the critical thinking of an individual is a type of thinking that cannot be formed in the conditions of outdated (technocratic) paradigms that are focused purely on the knowledge component. After all, critical thinking involves independent “discovery” of knowledge through analysis, reflection, generalization, revision of the formed point of view if necessary. The authors prove that the leading features of critical thinking (meaningfulness and awareness, reflexivity, purposefulness, reasonableness, self-control, independence, flexibility) can be formed only in such an educational environment that is meaningful for the individual. The implementation of the value-sense paradigm in education allows to form the critical thinking of an individual naturally, taking into account the value orientations of a person, by saturating the educational process with interactive forms and methods of work based on dialogic and partner interaction.