Abstract
Purpose: The aim of the paper is to discuss the phenomenon of students’ clip thinking, its roots and ways of handling the problem in a higher education establishment. The research reflects concerns of domestic and foreign scholars and educational professionals about the students having the mosaic worldview devoid of logical reasoning rather than the integral picture of the world. Methodology: The methodological basis of the study is the data of the general and special scientific methodology. Dialectics has determined the reasoning. The philosophical principle of the universal connection of objects and phenomena of objective reality, the principle of determinism and systematicity are taken as a basis as well. Result: The research has sparked the students’ interest in the problem of clip thinking under study, the reasons for its occurrence, and ways to handle it. Although most students have a clear idea of the term “clip thinking”, and, therefore, succeed in analysing the reasons for its development, few of them are able to practise what they intuitively (and correctly) regard as appropriate. As seen from the research, all the students involved in the experiment need a closer communication with the university professors and a greater engagement in the academic and extra-curricular activities in order to develop integral thinking, imagination, memory, oratorical skills and many others essential for future professionals. Application: The research can be useful to university and school professionals, scholars and students.
Highlights
The urgency of students‟ clip thinking problem is related to profound understanding of the essence of this phenomenon, to domestic and foreign scientists‟ and practice-oriented teachers‟ concerns about the lack of a holistic picture of the world in the students‟ minds
The third-year students answered the first question as follows: a person's idea of other countries imposed by the media - 35% of the respondents; the ability to perceive the world through short vivid images, clips - 34%; superficial thinking - 24%; inability to form their thoughts, to focus on one issue for a long time - 7%
The second-year students presented their answers to Question 1 in a more varied way: perception of the world through short vivid images, not holistically, superficially - 51%; the perception of the world as a set of disparate facts - 25%; when a person does not think about the process, the actions are automatic, quick, only basic information is perceived - 14%; reaction to rapidly changing conditions - 3.4%; poor preparation http://ijasos.ocerintjournals.org for the lesson - 3.3%; describing the way of perceiving information - 3.3%
Summary
The urgency of students‟ clip thinking problem is related to profound understanding of the essence of this phenomenon, to domestic and foreign scientists‟ and practice-oriented teachers‟ concerns about the lack of a holistic picture of the world in the students‟ minds. In modern scholarship clip thinking (fragmentary, mosaic, collage, kaleidoscopic) is paid due attention to It is defined as the process of reflecting numerous diverse properties of objects in a person‟s mind, without taking into account any connections between them, so the world picture that individuals have is mostly based on the fragmentation of incoming information, and is characterised by illogical character, complete heterogeneity of the incoming stream and a high speed of switching pieces of information The number of “clip thinking” individuals is quickly increasing as well and is currently approaching the critical point, after which irreversible changes are brought about in other people‟s minds and society as a whole (Volkodav, Semenovskikh, 2017, pp. 345-353)
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