Eğitim Yönetimi Süreçlerinde Eleştirel Düşünmenin Gelişimini Etkileyen Faktörlerin İncelenmesi

Abstract

The sine qua non of educational management processes is critical thinking. It is natural that the primary effort of those engaged in educational management should be on critical thinking. Some problems may occur from time to time in front of critical thinking in educational management. In general, it is possible to group them as hereditary and environmental factors. The hereditary dimension is the effect of a person's cognitive, emotional and spiritual characteristics on critical thinking skills. Within the scope of environmental factors; family, society and school are seen as effective. Family attitudes that do not trust their child and do not recognize and support opportunities in an intellectual sense negatively affect thinking development. At the social level, which is another factor, a social structure containing prejudicial, religious, sexual and political prohibitions hinders the development of critical individuals. In addition, it is known that students who have not received critical thinking teaching during the initial years of education experience difficulties in transitioning from existing learning structures to teaching critical thinking. It is expected that teachers will be at an adequate level in teaching critical thinking. The fact that good planning has not been done also makes it difficult to teach critical thinking. Key Words: Educational Management, Critical Thinking, Teacher, Student