EDUCATIONAL CONCEPT “LOGIC AND CRITICAL THINKING”: METHODOLOGICAL SPECIFICS OF THE ANALYSIS OF SYSTEMS WITH REFLECTION

Abstract

The study of the functioning of critical thinking involves a methodological understanding of the refl exive nature of activity. Learning as a system with refl ection directs to the implementation of refl ection analysis as an integral component of the development of the educational concept «Logic and critical thinking». The subject of the study is the phenomenon of a system with refl ection, directed to the description of the present behavior and the use of the received description to guide its activities. The specifi c nature of refl ecting systems is revealed based on the model of studying systems of this kind in the theory of social relays by M. A. Rozov. The refl exive nature of the description of activity is justifi ed from an empirical and theoretical position. The possibilities of a refl exive and over-refl exive approach to explication of the mechanisms of behavior of a system with refl ection are considered. It is concluded that the implementation of the principle of over-refl exive description makes it possible to establish the actual content of the refl exive system, taking into account the system’s awareness of its own refl exive construction.