Narratives in the educational process of critical thinking

Abstract

In modern higher education, the number of educational programs aimed at improving the quality of thinking, reasoning abilities, and creativity is growing. The campus course «Logic and Critical Thinking» is aimed at improving the intellectual dispositions of students involved in the professional and personal sphere. Narrative in the educational process is considered as a didactic technique in teaching logic and critical thinking. The purpose of the article is to analyze the narrative as a supporting construct of the emerging discursive model, to study the possibility of the narrative as a role model in the process of forming their own mental practice of the project participants. The flexible narrative model used for interpretation is designed to awaken the deep curiosity of the student, the subjective need to solve logical problems and form the skill to think critically. The author studies the experience of narrative in the concept of an oral narrative of such a form of education as a seminar lesson. The trigger mechanism of students’ reflexive activity is a narrative text, the value of the narrative is shown in the recognition of qualitative questions, their clear formulation and the direction of their own research. It is concluded that an effective pedagogical narrative is content-variable and subject-oriented. Narrativization of the educational process is important not only for the development of critical thinking of students, but also for the teacher who reflects on the issues of building a more effective educational strategy.