Eleştirel Düşünme ve Öğretimi

Year 2008, Volume: 9 Issue: 14, 15 - 43, 01.06.2008

Erkan Şenşekerci , Asude Bilgin

Abstract

İnsan düşüncesi, aralarında bağımlı ve dinamik bir etkileşim bulunan farklı işlevlerin ürünüdür. Düşüncenin niteliğinin belirlenmesinde bütün işlevlerin rolü varsa da asıl belirleyici olan düşünme işlevidir. Eğitim yoluyla geliştirilebilir olan bu işlev, yalnızca düşünme becerileri kazanmak aşısından değil; bireyin yaşamının benmerkezci ya da akılcı bir temele dayandı-rılmasını belirlemesi açısından da son derece önemlidir. Düşünme eğitiminin önemli bir boyutu olarak eleştirel düşünme ve öğretimi, 1950’lerden günümüze oldukça geniş bir kavramsal çerçeve kazanmıştır. Geliştirilen tanım ve kuramlar arasındaki çeşitli farklılık ve uzlaşmazlıklara karşın, günümüzde eleştirel düşüncenin göstergesi olabilecek yeterlilik, tutum ve stratejilere ilişkin ortak kabullerin oluşmaya başladığı söylenebilir. Bu gelişme de doğal olarak bir yandan düşünme yeterliliklerinin eğitim yoluyla geliştirilebileceği düşüncesini güçlendirmekte öte yandan da düşünme eğitimine yönelik öğretim yöntem ve tekniklerinin geliştirilmesine temel oluşturmaktadır

Keywords

İnsan düşüncesi, benmerkezcilik, akılcılık, eleştirel düşünme

Critical Thinking and its Teaching

Abstract

Human thought is the product of different functions which have interdependent and dynamic interactions among them. Thinking process is the most important function for determination of the quality of thought. This function that can be developed by means of education is very crucial for an individual not for only acquiring thinking skills but also for depending on a rational (or at the opposite side egocentric) basis through her/his life. As an important dimension of thinking education; critical thinking and education of it has started to gain a broad conceptual framework since 1950’s. In spite of the several differences and disagreements among the definitions and the theories, in our days it can be said that some shared agreements has started to develop about the competencies, attitudes and the strategies which are assumed to be the indicators of critical thinking. This situation strengthened the thought that critical thinking competencies can be developed by education and also formed a basis for the improvement of some instruction methods and techniques oriented to critical thinking as touched on the present study

Keywords

Human thought, egocentricism, rationality, critical thinking

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