Valdone INDRASIENE, Violeta JEGELEVICIENE, Odeta MERFELDAITE, Daiva PENKAUSKIENE, Jolanta PIVORIENE, Asta RAILIENE, Justinas SADAUSKAS, Natalija VALAVICIENE

Üniversite Öğretim Üyelerinin Eleştirel Düşünme Anlayışları: Bireyselcilikten Sosyalliğe Doğru Bir Süreklilik

Bu makale, üniversite öğretim üyelerinin çalışma alanlarında ve profesyonel yaşamlarında eleştirel düşünmeyi (bundan sonra - ED) öğretme ve öğrenme deneyimlerini derinlemesine bir şekilde anlamayı amaçlayan bilimsel araştırmanın sonuçlarını sunmaktadır. Fenomenografik yaklaşım kullanılmıştır. Farklı üniversiteleri ve çalışma programlarını temsil eden on yedi öğretim üyesi, ED kavramına ilişkin kişisel algılarını, bu kavramı üniversitede öğretmenin yollarını ve ayrıca nasıl öğretileceğini öğrenme hususlarını paylaşmışlardır. Bu makale, öğretim üyelerinin ED kavramı hakkındaki algılarını ortaya çıkaran sonuçların bir bölümünü açıklamaktadır. Veri analizi, ED'nin niteliksel olarak sekiz farklı şekilde algılandığını ortaya çıkarmıştır: kendini yükseltme ve geliştirme olarak; çevre ile açık ilişki geliştirme olarak; karar verme aracı olarak; şüphe duymayı öğrenme ve bilgiyi yeniden kontrol etme olarak; seçmeyi öğrenme olarak; soru sormayı ve düşünceleri ifade etmeyi öğrenme olarak; yaratıcı bir kabiliyet olarak; sivil ve demokratik toplumun bir niteliği olarak. Kategoriler arasında dört tür bağıntı tespit edilmiştir: Bunlar ilişkisel bağıntı, sonuca yönelik bağıntı, öğrenme sürecine yönelik bağıntı ve başka bir olguya ait olma şeklindedir. Özgün beyanlar, ED'nin birey, kurum ve toplum için ne anlama geldiğini ve üniversitelerin ED'yi beslemeye nasıl katkıda bulunabileceğini tartışmaya açmaktadır. Sonuç, üniversite öğretim üyelerinin ED kavramına farklı anlamlar verdikleri, ancak farklı değer vermedikleri şeklindedir. ED'ye kişisel olarak, kişilerarası ve sosyal fayda açısından eşit derecede değer verilmektedir.

University Faculty Members' Conceptions of Critical Thinking: A Continuum from Individualism to Sociability

This article presents results of the scientific research, aimed at in depth understanding of university faculty members’ experience of teaching and learning critical thinking (further - CT) in their study fields and professional life. Phenomenographic approach was employed. Seventeen faculty members, representing different universities and study programs, shared their personal perception of the CT concept, ways of teaching it at university as well as learning how to teach it. This paper describes one part of the results, revealing faculty members’ perceptions of the CT concept. The data analysis revealed that CT is perceived in eight qualitatively different ways: as self-raising and self- improvement; as development of open relationship with environment; as decision making instrument; as learning to doubt and recheck knowledge; as learning to choose; as learning to raise questions and express thoughts; as a creative capacity; as attribute of civil, democratic society. Four types of interconnections among categories were detected: relational, result orientated, learning process directed and belonging to another phenomenon. Authentic testimonies invite for discussion of what meaning CT has for individual, institution and society, how universities can contribute to nurturing CT. The conclusion is that university faculty members give different meaning to CT concept, but not different value. CT is equally valued as personal, interpersonal and social good

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