Forensic Science: Features of Didactics Versioned Thinking

Abstract

The article examines the essence of versioned thinking of the subjects of detecting and investigating crimes. The author cites – with his comments – a number of definitions of the not yet established concept of “forensic thinking”. At the same time, it turns out that the essence of this concept is becoming more and more blurred and more and more abstract. The author claims, it is argued that there is no special forensic thinking, since the basis of any thinking is knowledge from different branches of science, however, we can talk about a versioned style of information analysis. Developing this style of thinking is a learning task. This is the answer to the question “what to teach?” (content of training). Another question is “how to teach?” Here are the features of didactics (goals, principles and teaching methods). According to the author, the term “forensic activity” is not correct. Due to the fact that criminalistic means are used in some – lawyer, prosecutor’s, judicial (and even criminal) – activity, it does not become forensic. The article reveals some of the pedagogical features of the formation of a dynamic stereotype of versioned thinking in practical lessons in forensic science by the type of conditional-probabilistic syllogism.