Bilişsel Çarpıtma ve Epistemik Kusur Farkındalığının P4C Uygulamalarına Katkısı

Bilişsel çarpıtmalar çocukluk döneminde oluşmaya başlar ve fark edilip önlenmediğinde bilgi edinme, değerlendirme veya iletme becerimizi engelleyen epistemik kusurlara dönüşür. Bilişsel çarpıtmalar psikolojide, epistemik kusurlar ise ağırlıklı olarak epistemolojide çalışılmaktadır. Hatalı düşünmenin bu iki grubu arasında bir ilişki olup olmadığına dair yeterli bir veri bulunmuyor. Bu yüzden bu çalışma iki temel iddiaya sahiptir. İlki, çocukluktaki bilişsel çarpıtmaların yetişkinlikte epistemik kusura dönüşmesi ve bunların bir karakter özelliği haline gelmesinin birey açısından negatif ve yıkıcı sonuçları vardır. İkincisi, bilişsel çarpıtmalar ve epistemik kusurların giderilmesi epistemik erdemlerin öğrenme süreçlerinde aktif olarak kullanılmasıyla mümkündür. Şayet bu iki sav doğru ise bilişsel çarpıtmaların ve epistemik kusurların giderilmesini ve yerine epistemik erdemlerin kazandırılmasını merkeze alacak P4C uygulamalarının, çocuklarda entelektüel karakter dönüşümü sağlayacağını, öğrencileri eğitimlerinin tüm süreçleri boyunca destekleyeceğini ve sosyal hayata olumlu katkıda bulunacağını düşünmekte haklı gerekçelerimiz vardır. Çünkü çocukluk döneminde bilişsel çarpıtmalarını fark eden çocuk, eleştirel düşünme ve rasyonaliteye yatkın olacak, negatif-otomatik düşüncelerden uzaklaşacak ve farklılıkları tehdit değil bir zenginlik olarak algılayacaktır.

Anahtar Kelimeler:

Bilişsel Çarpıtma, Epistemik Erdem, P4C, Eğitim, Epistemik Kusur

On the Contribution of Cognitive Distortions and Epistemic Vices Awareness to the P4C Applications

Cognitive distortions begin to form in childhood, and when not recognized and prevented develop into epistemic vices that impede our ability to acquire, evaluate or communicate knowledge. Cognitive distortions are studied in psychology, while epistemic vices are mainly studied in epistemology. There is a lack of data on whether there is a relationship between these two groups of faulty thinking. This study therefore has two main claims. First, the transformation of childhood cognitive distortions into epistemic vices in adulthood and their development into a character trait has negative and destructive consequences for the individual. Second, cognitive distortions and epistemic vices can be eliminated by actively using epistemic virtues in learning processes. If these two assertions are true, we have good reason to believe that P4C applications that center on the elimination of cognitive distortions and epistemic vices and the acquisition of epistemic virtues will provide intellectual character transformation in children, support students throughout their education, and contribute positively to their social life. When children realize their cognitive distortions in their childhood, they will be prone to critical thinking and rationality, by moving away from negative-automatic thoughts, and perceiving differences as richness rather than threat.

Keywords:

P4C, Cognitive Distortion, Epistemic Vice, Epistemic Virtue, Education.,

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