The formation of conceptual thinking in the participants in the educational process: a systemic approach
DOI:
https://doi.org/10.35433/pedagogy.4(115).2023.5Keywords:
conceptual thinking, conceptual thinking tools, general systems theory, critical thinking, oriental logic of "four alternatives", intelligence, causal relationshipsAbstract
The article is devoted to the problem of the formation of conceptual thinking in the participants of the educational process in the context of a systemic approach. The relevance of the article stems from the fact that, as comparative studies have shown, at the turn of the 2000s, there has been a qualitative change in the type of intelligence in the teenagers: the logical systematization of information, based on conceptual thinking, gradually changes by formal and figurative generalizations, in which the essence of phenomena is not differentiated and understood, although large amounts of information can be held in memory. At the same time, there are changes in the structure of information consumed by people, which affects neurophysiology, when people move from the "civilization of texts" and system thinking to the "civilization of visual images". It is shown that if the structure of intelligence consists of formal and figurative generalizations, it is difficult to differentiate cause-and-effect relationships, that is why preference is given to the decision-making based on probabilities without understanding how events are actually developed. Conceptual thinking is understood as the unity of the essential properties and relationships of objects and phenomena reflected in thinking, which enables to compare and see logical connections between them, to generalize what one sees, to understand the essence of processes, to differentiate their main and secondary features, to understand the hierarchies of concepts, to understand causal relationships between objects and phenomena in the context of the law of interpenetration of opposites. On the basis of the general systems theory, a systemic correlation of such tools of conceptual thinking as dysplasia, analysis, synthesis, generalization, classification, systematization, abstraction, comparison is presented. The ways of developing conceptual thinking in the participants in the educational process in the context of the formation of critical thinking in them are delineated.
References
Vozniuk, O. (2023). Stratehii formuvannia krytychnoho myslennia v konteksti mediaosvity [Strategies for the formation of critical thinking in the context of media education]. Novi tekhnolohii navchannia – New learning technologies: zb. nauk. prats. Kyiv: DNU "Instytut modernizatsii zmistu osvity", 97, 6-15. DOI: 10.52256/2710- 3560.97.2023.97.01 [in Ukrainian].
Diachenko, L.V. (2002). Rozvytok hnuchkosti myslennievykh dii shkoliariv [Development of flexibility of thinking actions of schoolchildren]. Visnyk Kharkivskoho pedahohichnoho universytetu: Psykholohiia – Bulletin of Kharkiv pedagogical university: Psychology, 8, 69-72 [in Ukrainian].
Zasiekina, L.V. (2006). Strukturno-funktsionalna orhanizatsiia intelektu osobystosti [Structural and functional organization of personality intellect]. Doctor`s thesis. Ostroh: Nats. un-t "Ostrozka akademiia" [in Ukrainian].
Zinchenko, O.V. (2015). Dynamika poniattievoho myslennia u pidlitkovomu vitsi [Dynamics of conceptual thinking in adolescence]. Aktualni problemy psykholohii – Actual problems of psychology: zb. nauk. prats Instytutu psykholohii imeni H.S. Kostiuka NAPN Ukrainy. Kyiv–Zhytomyr: Vyd-vo ZhDU im. I. Franka, T. VII: Psykholohiia obdarovanosti, 11, 325-334 [in Ukrainian].
Ivaniuta, O.V. (2001). Osoblyvosti rozvytku myslennia pidlitkiv [Peculiarities of the development of thinking in teenagers]. Nauka i osvita – Science and education. Odesa: PNTs APN Ukrainy, 2-3, 67-69 [in Ukrainian].
Korotka, N.V. (2021). Formuvannia u studentiv nemovnykh vuziv "poniatiinoho myslennia" za dopomohoiu chytannia fakhovykh tekstiv [Formation of "conceptual thinking" in students of non-language higher education institutions by means of reading professional texts]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of creative personality formation in higher and advanced educational schools, 74(3), 26-30 [in Ukrainian].
Mytnyk, O.Ya. (2009). Formuvannia kultury myslennia molodshoho shkoliara: teoriia i praktyka: monohrafiia [Formation of the thinking culture of a junior high school student: theory and practice: monograph]. Ternopil: Mandrivets [in Ukrainian].
Psykholohiia myslennia: pidruchnyk [Psychology of thinking: a textbook] (2015) / za red. I.D. Pasichnyka. Ostroh: Vydavnytstvo Natsionalnoho universytetu "Ostrozka akademiia", 560 [in Ukrainian].
Smulson, M.L. (2003). Psykholohiia rozvytku intelektu: monohrafiia [Psychology of intelligence development: monograph]. Kyiv: Nora-Druk [in Ukrainian].
Alessandroni, N, & Rodríguez, C. (2020). The development of categorisation and conceptual thinking in early childhood: methods and limitations. Psicologia: Reflexão e Crítica, 33(1), 7. DOI: 10.1186/s41155-020-00154-9 [in English].
Barsalou, L.W., Dutriaux, L., & Scheepers, C. (2018). Moving beyond the distinction between concrete and abstract concepts. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1752), 1-11. DOI: 10.1098/rstb.2017.0144 [in English].
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3-26. DOI: 10.1037/QUP0000196 [in English].
Bruner, J.S., Goodnow, J.J., & Austin, G.A. (2017). A study of thinking. New York: Imprint Routledge [in English].
Fodor, J. (1972). Some reflections on L.S. Vygotsky’s Thought and Language.
Cognition, 1(1), 83-95. DOI: 10.1016/0010-0277(72)90046-7 [in English].
Gärdenfors, P. (2004). Conceptual Spaces – The Geometry of Thought. Bradford Book [in English].
Harp, S.F., & Mayer, R.E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, 92-102 [in English].
Mandler, J.M. (2003). Conceptual categorization. In D.H. Rakison, & L.M. Oakes (eds.). Early category and concept development. Oxford University Press, 103-131 [in English].
Oppenheimer, Todd. (2004). The Flickering Mind: Saving Education from the False Promise of Technology. N.Y.: Random House, Trade Paperback [in English].
Piaget, Jean. (1950). The Psychology of Intelligence. London: Routledge and Kegan Paul [in English].
Poulin-Dubois, D., & Pauen, S. (2017). The development of object categories: What, when, and how? In H. Cohen & C. Lefebvre (eds.), Handbook of categorization in cognitive science. Elsevier Academic Press. 653-671. Retrieved from: https://doi.org/10.1016/B978-0-08-101107-2.00027-0 [in English].
Starkey, D. (1981). The origins of concept formation: Object sorting and object preference in early infancy. Child Development, 52(2), 489-497. DOI: 10.2307/1129166 [in English].
Van der Poll, Marijn. (2015). Conceptual Thinking: How To Quantify Meaning In Projects And Processes Through Structured Non Linear Thinking. MS thesis. UNL, 2015. Print [in English].
Voznyuk, О. (2023). Deepening the Principles of Media Education Based on the General Systems Theory. Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences, 1(112), 29-38. DOI: 10.35433/pedagogy.1(112).2023.29-38 [in English].
Ziegler, R., & Weger, U. (2019). Exploring conceptual thinking and pure concepts from a first person perspective. Phenomenology and the Cognitive Sciences, 18, 947-972. DOI:10.1007/s11097-018-9593-8 [in English].
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).
ISSN 
