The Mystery of Education

The paper addresses some aspects of the concept, structural components, and general conditions for the formation of critical thinking competence in students. The basic topics reflected in the work are the following: relationships of skills critical and creative thinking; the means of training critical and creative thinking skills; critical thinking competency components and conditions; general training and development of critical thinking competence in students of small school age. The critical thinking competence is made up of the following components: attitudes, knowledge/information about means of knowledge, behavior (argument, analysis, logical and creative thinking, independent thinking) and the reflective component. Based on the theoretical, praxiological benchmarks and the provisions of the national curriculum, the psycho-pedagogical conditions for the formation and development of the critical thinking competence were elucidated. Each group of psychopedagogical conditions is mainly oriented towards the formation and development of certain components of critical thinking competence.

This research aims to examine the effect of puzzle-based learning media on students' critical and independent thinking abilities in mathematics lessons. The method used is quantitative experimental with a one group pretest-posttest design. The research sample consisted of 20 students who used pretest posttest. The instrument used was 10 valid questions. After being declared valid, it was then tested for reliability, obtaining a result of 0.785 with a medium category with a reliability coefficient of 0.70, which had been tested for validity and reliability. Data were analyzed using the t-test. The t-count value obtained with a significance value of 0.00 resulted in a t-count of 10.583 with a sig value of 0.00. then to find the t table the researcher used the t distribution with a significance level of ???? = 0.05 or df = N-1 to obtain t = 2.093. So, it can be concluded that 10,583 2.093 or t count t table so it can be concluded that H1 is accepted and H0 is rejected, meaning that mediap puzzle learning has an effect on students' independent critical thinking.

Indonesia implements the Merdeka Curriculum, which focuses on cultivating Pancasila education. The dimensions of the Pancasila student profile consist of critical and independent thinking, which are also found in the 21st-century skills, and STEM-based learning may be one of the solutions to improving the two dimensions. This research aims to unveil the impact of applying STEM-based interactive multimedia on vibrations and waves, particularly in improving students' critical thinking skills and learning independence. The method was experimental research with a nonequivalent group pretest-posttest design, in which the experimental class used STEM-based interactive multimedia while the control class used PowerPoints. Experts validated the multimedia and instrument before the implementation, and the effectivity was measured using the t-test. The results revealed that the multimedia effect on critical thinking skills scored 5.6763 t-count > 2.0025 t-table, while the impact on learning independence was 7.3462 t-count > 2.0025 t-table. The outcomes show significant differences between the experimental and control classes; therefore, we conclude that STEM-based interactive multimedia is effective in improving critical thinking skills and learning independence.

The critical thinking ability is the premise and foundation of innovation ability. It is also an important goal of talents training in higher education. College English teaching should not only focus on the cultivation of students’ English knowledge and skills, but also the cultivation of students' critical thinking ability. This article first discusses the connotation of critical thinking ability, followed by theoretical foundation introduction and analysis of the problems of critical thinking cultivation of English majors, and finally puts forward the countermeasures of cultivating students' critical thinking from the following eight aspects: paying attention to classroom questioning skills, changing the classroom teaching mode, creating relaxing teaching atmosphere, building a new student evaluation system, designing the classroom teaching reasonably and improving teachers' critical thinking ability and raising students' awareness of critical thinking ability self training, adopting PBL teaching method, in order to effectively cultivate students' independent thinking and judgment ability, and to better improve the teaching effect of college English.

The article is devoted to the study of the role of ethical, cultural, and philosophical aspects in the process of forming media literacy and digital communication culture among young people, considering them as key factors in counteracting information and psychological operations (PSYOP) in the modern information space. The paper argues that the comprehensive development of these components in the younger generation contributes to the formation of critical thinking, responsible online behavior, and the ability to recognize and effectively resist manipulative influences. The relevance of the study is determined by the rapid growth of information aggression and disinformation, which poses a significant threat to national security, social stability, and the personal development of young people. In the context of hybrid wars and the active use of digital platforms to spread hostile propaganda, it is strategically important to develop a media-literate and ethically responsible younger generation. Insufficient media literacy makes young people particularly vulnerable to manipulation, fake news, and psychological influence, which undermines their ability to make informed decisions and take an active civic stance. In this context, research into the ethical, cultural, and philosophical foundations of media literacy and digital culture is particularly important, as these aspects lay the foundation for critical thinking about information, understanding of socio-cultural contexts, and awareness of responsibility for one's own actions in the online environment. The research methodology is based on a combination of theoretical and analytical methods. The main methods used were: critical analysis of scientific literature on media literacy, digital culture, information security, ethics, cultural studies, and philosophy; synthesis and generalization of the data obtained to identify key concepts and interrelationships; deduction and induction to specify theoretical provisions and identify practical examples; comparative analysis of existing approaches and strategies for developing media literacy and counteracting PSYOP; interpretation and conceptualization of research results to substantiate the role of ethical, cultural, and philosophical aspects in the context under study. The results of the study demonstrate that ethical education within the framework of media literacy contributes to the formation of a responsible attitude of young people towards information and an understanding of the principles of honesty, objectivity, and respect in the digital environment. The development of a culture of digital communication that takes into account the cultural context and principles of netiquette is important for preventing cyberbullying and hate speech and promotes tolerance and intercultural dialogue. A philosophical approach to media literacy emphasizes the development of critical thinking, the ability to analyze information, identify manipulative techniques, and form one's own informed judgments. Research confirms that the integration of ethical norms, cultural understanding, and philosophical reflection in the process of developing media literacy and digital culture significantly increases young people's resilience to information and psychological operations, making them less vulnerable to disinformation and manipulation. The conclusions of the study are that ethical, cultural, and philosophical aspects are fundamental components of the effective formation of media literacy and digital communication culture among young people as an effective way to counteract information and psychological operations. The development of responsible online behavior, understanding of cultural diversity, and critical thinking based on philosophical principles enable young people to consciously shape their information space, recognize manipulative techniques, and counteract disinformation. Integrating these aspects into educational programs and initiatives is key to raising a generation capable of critical thinking, acting responsibly in the digital space, and effectively countering information threats, which is an important investment in the future of information security and societal resilience.

Over the past few decades, many countries are doing everything they can to develop the young generation’s critical and systematic thinking, to help them become independent thinkers with the capacity to engage in higher-order thinking or policy promotion. This study aims to examine the way that digital game-based learning (DGBL) exerts an effect on critical thinking and environmental literacy. The fifth-and-sixth graders will participate in the study. Participants will finish the questionnaire survey and interviewed regarding environmental protection and participants’ behavior and attitudes, revealing the effect of digital game-based learning upon their critical thinking skills, and the students’ environmental literacy.

There is a common perception that Chinese students are proficient test takers, but less adept at critical thinking. There is conflicting evidence to support this claim. In this article, the author first briefly traces the development of critical and independent thinking in Chinese history and outlines the situation in Chinese education today. Secondly, he presents his personal experience of encouraging the development of Futures-oriented and critical thinking in a Chinese tertiary education setting, via the creation and teaching of China’s first extended Critical Futures Studies courses. The criticality component of the program was modified specifically for the Chinese context. An ethnographic approach is taken in the latter part of this article as the author shares details of that curriculum, as well as successes and shortcomings gleaned from the experience. The purpose of this sharing is to assist other Critical Futures Studies educators in setting up Critical Futures Studies courses in China, or in similar environments where Futures thinking and critical thinking have not been emphasized within the culture and/or educational curricula. The article also posits suggestions on how to develop such programs and related critical thinking processes in broader school curricula. Finally, the author reflects upon his/her role as a critical futurist in China, using Inayatullah’s (2018) Causal Layered Analysis.

This chapter starts with some despondency about the complications inherent to critical thinking , critical thinking skills and dispositions, and how all these things may fit within higher education. Nevertheless, the chapter does suggest a possible route to higher education for sustainability, styled as a road map, and goes on to consider how teaching the skills to think critically and teaching dispositions to think critically may be achieved. Two examples of dispositions likely relevant to deep, critical and independent thinking , in the context of sustainability, are considered in some detail; having a disposition to open-mindedness and a disposition to fairness . The chapter ends by considering what might happen if a critical mass of university graduates who have the skills and dispositions to think deeply, critically and independently somehow get together with sustainability on their minds.

У статті розглядається проблема розвитку критичного мислення суб’єктів навчального процесу. Виокремлено основні елементи, які складають основу критичного мислення. Розглянуто та проаналізовано зміст дисципліни «Фізика». Визначено дидактичний потенціал курсу фізики. З’ясовано, що успішному формуванню та розвитку критичного мислення учнів сприяє розгляд проблемних ситуацій та проблемних запитань. Показана важливість використання запитань для розвитку критичного мислення. Наведений взаємозв’язок побудови сучасної картини світу та розвитку критичного мислення тих, хто навчається. Доведено, що фізика як наука та навчальна дисципліна надає можливості розвитку критичного мислення учнів.

The critical thinking ability is still difficult to apply in mathematics learning, especially in elementary school students. This problem is influenced by giving the routine questions for the students. So, the students are not trained in the thinking ability. This study aims to determine the improvement of students mathematical critical thinking ability after obtaining learning with Think Talk Write (TTW) model and to know the different mathematical critical thinking ability of students who get Think Talk Write (TTW) model learning and students who get conventional learning. This model emphasizes independent thinking, discussion, and writes the conclusions of thinking and talk activities. The critical thinking ability is to think deeply and need proof. The research method used is quasi experiments nonequivalent control goup design. Population in this research is V grade elementary school students in Cileunyi Regency Bandung, with sample of class V students of SDN Yasahidi and students of class V SDN Sukahati 01. The research instrument is in the form of description of critical thinking ability test given to students during pretest and posttest. The result of the research shows that (1) students mathematical critical thinking ability which get learning with Think Talk Write (TTW) model has increased it had showed by gain indeks of 0,68 ; (2) the mathematical critical thinking ability students who learned by model Think Talk Write (TTW) are better than them who learned from conventional method, it has showed by t-test of 0,024 at the posttest. So, the learning model of Think Talk Write (TTW) can enhance students mathematical critical thinking ability.

This article analyzes the issue of using methods for developing critical and creative thinking in improving students’ quality of education. The modern education system requires students not only to acquire knowledge but also to be able to properly analyze, apply it, and generate new ideas. Critical thinking teaches students to explore information in depth, compare arguments, and make logical conclusions. Creative thinking, in turn, fosters innovative approaches and original solutions in the educational process. The study focuses on the methods applied in pedagogical practice to develop critical and creative thinking: debates, problem-based learning, case studies, project work, brainstorming, and interactive technologies. These methods encourage students’ active participation, independent thinking, and practical application of knowledge. In the context of Kyrgyzstan, the use of such approaches not only improves students’ education quality but also aims at preparing competitive specialists in the global educational space. The research findings demonstrate that systematic development of critical and creative thinking enhances students’ competencies and contributes to improving the quality of education.

Today's society is undergoing rapid transformation, leading to a significant shift in the demand for talent. Modern society requires not only individuals with specialized knowledge and skills but also those who possess an innovative spirit, teamwork capabilities, and the ability to solve complex problems. However, traditional teacher-centered teaching methods often result in passive learning, limiting students' opportunities for active participation and critical thinking, which hinders the development of essential competencies. In response to these challenges, the "problem-oriented + discussion-based" classroom reform has emerged. This approach emphasizes problem-solving orientation, aiming to stimulate students' innovative thinking and practical abilities through guided discussions and collaborative communication. It shifts the focus of the classroom from teacher-led instruction to student-centered learning, empowering students to take ownership of their education. Ideological and political courses, in particular, prioritize the cultivation of critical and independent thinking, encouraging students to question, analyze, and solve problems. The integration of the "problem-oriented + discussion-based" method into ideological and political classes can foster students' curiosity and thirst for knowledge, promote active thinking and exploration, and provide a platform for exchanging ideas and sparking intellectual debates. This approach enhances the relevance and effectiveness of ideological and political education, cultivates students' critical thinking and innovation capabilities, and ultimately improves overall teaching quality.

This study aims to explore the theoretical foundations and practical pathways for critical thinking training in high school English post-reading writing instruction. Through literature review and theoretical analysis, the paper first clarifies the importance of critical thinking in language learning by reviewing related studies domestically and internationally. It then examines the specific applications of critical thinking in post-reading writing from the perspectives of educational psychology, cognitive science, and linguistics, proposing a theoretical framework for cultivating critical thinking skills through guided questioning, situational settings, and diverse teaching activities. Emphasizing the importance of critical thinking in the context of contemporary education, particularly under the influences of informatization and globalization, the paper highlights the necessity of fostering students' independent thinking and problem-solving abilities. The conclusion drawn is that well-designed teaching activities and proper guidance can effectively enhance students' critical thinking skills in high school English post-reading writing, thereby promoting their overall development. This study not only provides theoretical support for high school English teaching but also offers practical references for educational reform and innovation.

The Investigation of critical thinking disposition among Chinese primary and middle school students

Critical thinking has gained popularity in the English as a foreign language (EFL) educational arena of late in Japan due to the Ministry of Education (MEXT) updating its requirements of English education to include logical thinking. This has caused the need for educators in Japan to quickly adapt to the inclusion of logical thinking, and by extension, critical thinking in their curriculum (MEXT, 2011) from 2013. Even though MEXT has required critical thinking to be included in the classroom, it seems very little has been done to include true critical thinking into textbooks and institutions’ curriculum designs. One crucial component of the language teaching curriculum is the ability to think rationally, objectively, and deeply about a topic, or in other words, to think critically. Critical thinking has been shown to foster students’ abilities to analyze, evaluate, and judge the value of the information presented to them both inside, and outside, the classroom (Lund, 2016). Critical thinking also helps students to make their own decisions related to their academic, and future employment, success (Nold, 2017). In a university-level reading and writing course in Japan, for example, students must create manuscripts at beginner to advanced levels that somewhat adhere to the expectations of academic English communities (Fang & Schleppegrell, 2010) when it comes to topic development and utilizing source information. In order to reflect on, and thereby judge the veracity of, the information presented to them either by their textbook in the classroom or by external sources, critical thinking skills allow students to deconstruct, reflect upon, and assign value to information sources. This also allows them to construct their own content on two levels, one, projecting their creativity as independent thinkers, and two, linguistically as writers who can think about a topic more deeply. The purpose of this paper is to share the planning, design, and implementation of a critical thinking reading and writing project which was introduced into the second-year EFL reading and writing focused courses at Tokai University from the spring and fall semesters of 2019. The reading and writing course, named Academic English (AE), was split into three levels depending upon the students’ performance in their first-year English courses. Each level of the AE course had a project book that was individualized for their corresponding textbook and level. The project’s focus, for all levels, was to develop critical thinking skills through the introduction of reflective thinking, logical fallacies, and research skills. At the end of the project, students were asked to apply their critical thinking skills to their textbook and research the veracity of the information presented to them in one of their required readings during the course. The overall reception of the project by the students was positive and results of a post-project questionnaire showed that students felt they had gained some mastery over critical thinking on subjects both in the classroom and in their lives. The project has seen success in allowing students to become learners who are more independent in their thinking, more critical in their reception to information provided to them, and better writers who are able to think on a topic more deeply and logically.