Student Beliefs: Thought as a Mean to Improve Human Coexistence

Miguel Monroy Farías,Mónica Díaz Pontones

doi:10.13189/sa.2018.060110

Miguel Monroy Farías, Mónica Díaz Pontones

Open Access

https://doi.org/10.13189/sa.2018.060110

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Abstract

Based on the complexity theory, it is possible to understand the diversity of elements and connections involved in human coexistence. From the systemic point of view, the development of thought processes which are strategic, creative, critical or argumentative, is an element of dignified coexistence, because it favors dialogue, debate or consensus. But attitudes of respect, tolerance and support for human plurality in terms of ways of thinking, feeling and living are also essential. The research assumption is that teaching thinking skills and attitudes could lead to intelligent and respectful behavior in human coexistence. Specifically, college students' beliefs about the need to promote different ways of thinking were analyzed. This is a qualitative phenomenological research. Students from the National Autonomous University of Mexico (Group A) and the Autonomous University of Mexico City (Group B) were investigated about their beliefs on how the development of thought contributes to social coexistence, specifically about creative thinking, strategic thinking, critical thinking and argumentative thinking. Results: the beliefs of students who think creatively lead to a problem solving social interaction, or a thinking about a better world. Thinking in a convenient way allows you to combat violence or improve human communication. Thinking critically helps analyze whether actions are suitable for human coexistence and among others, if we reflect to analyze whether we act in a relevant way or on the importance of the benefits of the rest of the thinking skills and abandonment of mediocrity.

Highlights

According to Wallon [1] in the phylogenetic process of the psyche, sensations, affections, emotions and feelings appear in subhuman organisms and occupy a place in the nervous system with relative autonomy
Adorno [3] condemns that school itself can lead to barbarism and domination when it prevents the construction of critical thinking
The presence of naive, dependent, submissive and thoughtless students, citizens and professionals poses a danger to school, citizenship and work life due to the absence of critical thinking [18]

Summary

Introduction

According to Wallon [1] in the phylogenetic process of the psyche, sensations, affections, emotions and feelings appear in subhuman organisms and occupy a place in the nervous system with relative autonomy. According to Piaget [10] this way of thinking remains in the adult because the transition from heteronomy to moral and intellectual autonomy has not taken place and, according to Wallon, because syncretic thinking has not been replaced by categorical thinking This is what happens when school fails to promote the construction of different types of thinking such as the argumentative, creative, critical, analytical or strategic type in order to devise a social life without violence, without discrimination, or to solve problems through dialogue, debate or collaborative teamwork. The presence of naive, dependent, submissive and thoughtless students, citizens and professionals poses a danger to school, citizenship and work life due to the absence of critical thinking [18]

The Research

Results

Discussion