Application of the Philosophical Exercise B “Reflection of Experience” Based on the Gjuro Helskog Method in the Practice of Developing Students’ Critical Thinking
DOI:
https://doi.org/10.63437/3083-6433-2025-2(35)-10Keywords:
critical thinking, educational model “Philosophical Dialogue”, philosophical exercises, controversial questions, philosophical exercise B1 “Reflection of Experience”, implementation algorithmAbstract
The article emphasizes the importance of developing critical thinking as a key skill of the 21st Century. A high level of critical thinking enables both children and adults to actively explore the world around them, navigate large volumes of information, assess its reliability, analyze facts and events, identify what is essential, and resist disinformation. The necessity of fostering this complex psychological construct in educational institutions of various types is substantiated.
The developmental potential of the foreign educational model Philosophical Dialogue, developed by a professor at the University of South-Eastern Norway, is examined. The model is presented as a system of nine philosophical exercises, each with a clearly defined implementation algorithm. Particular attention is paid to the philosophical exercise B1 “Reflection of Experience”, and the possibilities of its application in general secondary and extracurricular education are demonstrated, including its use in classroom practice and in the work of a school psychologist.
The methodological features of implementing the B1 exercise are described in detail, with each stage outlined while taking into account the specific conditions of organizing the educational process within the framework of the New Ukrainian School. Examples of applying the B1 philosophical exercise are provided, including those based on the professional experience of a practicing psychologist.
The developed exercises are the result of collaborative work within an online course for experimental teachers entitled “The Educational Model ‘Philosophical Dialogue’ as a Tool for Developing Critical Thinking in Primary School Students in the Context of Science Education”. The course was conducted from January to April 2025 as part of the research experiment “Methodological Principles for Implementing Educational Models of Specialized Science-Oriented Education in General Secondary and Extracurricular Institutions,” carried out by the Department of Designing the Development of Giftedness at the Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine (2023–2025).
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Використані літературні джерела
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