CC BY
8Professor, Lomonosov Moscow State University, Moscow, Russia; e-mail: retunlar@gmail.com
Abstract: Relevance. The topic of philosophical skills as a way to develop children's thinking is understudied. Purpose: to describe the philosophical skills of thinking development in childhood. Methods: analysis, synthesis, dialectics, induction, deduction.
Study example: Thesis 1. Children's thinking is traditionally considered as the thinking of becoming. It is believed that the process of growing up involves the development of all vital functions of the individual, including his/her thinking. The development of thinking goes through a series of stages well described in psychology. Let us conditionally call this entire path a movement from an immature mind to a mature one. What is maturity? On the one hand, this is the ability to perform strict rational-logical procedures (comparisons, definitions of concepts, classifications, etc.) based on rules, on the other hand, it is the ability to solve problems creatively by deviating from the rules. Though initially contradictory, the picture of a mature mind is actually evidence of its harmony. The combination of rational and creative is fully embodied in philosophizing. Thesis 2. Philosophizing is a type of thinking. It is available to children. To philosophize means to reason, to focus on the essence of the phenomenon being studied, to see contradictions, to abstract from a specific situation. A philosophizing subject is able to think independently, to see an object or problem from different sides, to be critical of any dogmas. Philosophizing is an effective way of intellectual, creative and moral development of children. Thesis 3. Tools of philosophical thinking: questioning, argumentation, interpretation, generalization, conceptualization, visualization of concepts, etc. The formation of these skills is a way of developing thinking by means of philosophy. This is what philosophy is for children. Its founder was Matthew Lipman (USA). Philosophical programs for children are being actively developed in Russia, and this report will discuss their peculiarities.
Research results. Personal growth, an increase in self-esteem, an increase in responsibility and balance in actions, actions, and decisions have been noted by psychologists in children involved in philosophy in one form or another.
Keywords: philosophy, children. philosophysing ,thinkikng
DOI:
THE LOGIC OF NATURAL REASONING: FORMAL OR INFORMAL?
Lyudmila Sirotkina
PhD, Immanuel Kant Baltic Federal University, Kaliningrad, Russia; e-mail: lyusir.ru@mail.ru
Abstract: Background. The study is based on Piaget's theory of intellect development; Bryushinkin's logical-philosophical conception of logical procedure; logical theory of inferences. We regarded natural discourse as set of intellectual (and logical) procedures, including constructing inferences. We assumed that, during the period of formal operations formation, the formal orientation of inferential procedures becomes dominant. Objective. To reveal the cognitive grounds for differentiation of inferences in a holistic discursive context and constructing deductive reasoning. Design. We elaborated special tests on 1) the selection of inferences in speech context; 2) inference macrostructure analysis; 3) the selection of statements that allow the implementation of conclusions, 4) implementation of the inference procedure. The sample consisted of middle and older adolescents and younger respondents (on average, 100 respondents in each age group). The results of logical procedures implementation were qualitatively and quantitatively processed. Results. The inferential activity of all respondents groups had some common features: 1) in a holistic context, found "inferences" do not have logical features of inferences (without logical consequence relation); 2) functional differences between premises and conclusions are poorly differentiated; 3) meaningful and formal relations of statements-parcels act as cognitive bases for constructing inference, dominating type of relation depends on context; 4) violation of logical norms in inference is common; the success of solving a problem depends on its features. The role of formal grounds for constructing inferences doesn't increase. Conclusion. The cognitive grounds for inference
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procedure is not stable - it depends on the type of inference and psychological "brightness" of its form or content features. Procedures are not formal (logical), but also not informal (focused only on content of statements). Progressive development of procedures of constructing deductive reasoning is not natural. Logic education should be considered as the most important tool for transferring normative implementation of logical procedures from the zone of proximal to actual development.
Keywords: logical procedure, inference constructing, formal operation, adolescent, youth DOI:
THEORETICAL AND PRACTICAL ASPECTS OF THE STUDY OF THE PROBLEMS OF MODERN CHILDHOOD FROM THE STANDPOINT OF AN INTERDISCIPLINARY APPROACH
Tatyana Skudnova
Professor, Department of Psychology, Rostov State Economic University (RINH), Rostov- an-Don, Russia;
e-mail: skudnovatd@yandex.ru
Abstract: The development of transforming modern society, characterized by the processes of global changes, transformation, informatization, digitalization, challenges of uncertainty, responsibility, complexity, and diversity requires rethinking the methodological guidelines and content of psychological and pedagogical education. In the conditions of an "existential crisis", there is a demand for humanoid approaches, innovative strategies and technologies which provide development of future man as an individual, personality and subject of self-development, self-determination and self-realization. The aim of the research: to provide psychological and pedagogical support and individual accompaniment to the socialization and personalization processes of the younger generation in the conditions of digital education. The problem of making a person holistic, multidimensional, self-developing, capable of solving polymodal problems, competent and competitive requires interdisciplinary analysis and synthesis, finding consensus between alternative points of view, ways of thinking, behavior, culture, activity. The response to the challenges posed by the digital world is the need for a systematic revision of goals, meanings, values, tasks and technologies of psychological and pedagogical education in terms of their anthropological modality. It necessitates the development and implementation of anthropological practices and "living knowledge" (V.P. Zinchenko) about a human being capable of making responsible decisions, being competitive, creative, having reflexive abilities, anthropological worldview, and a humanistic personality. The social demand for the development of individuality, innovativeness, and creativity of the subjects of education determined the content of the Center for Interdisciplinary Research "Anthropology of Childhood" in A.P. Chekhov Taganrog Pedagogical Institute (branch) "RSEU (RINH)", implementing areas of work such as: *Psychological and pedagogical support of socialization and individualization of personality, formation of subject position, citizenship and patriotism in the younger generation; * ensuring continuous advanced professional and personal self-development of teachers; * creation of safe developing educational environment in the conditions of digitalization; * development and implementation of anthropocentric educational programs for preschool institutions, schools and institutions of additional education in Taganrog and the Rostov region. Studies of childhood problems from the perspective of interdisciplinarity are aimed at developing innovative approaches to overcome the challenges and risks of digital socialization, improving the inclusive culture of teachers and parents, providing professional and personal self-development of school teachers and university teachers to solve urgent educational and pedagogical problems.
