Etikos problemų analizė remiantis loginio mąstymo teorija ir praktika

LTŠios monografijos tyrimo objektas – etikos ir logikos mokslų sąsajos problema bei galimybė mokyti(s) etikos remiantis loginio mąstymo taisyklėmis. Leidinyje "Etikos problemų analizė remiantis loginio mąstymo teorija ir praktika" nagrinėjama loginio mąstymo ugdymo svarba mokant(is) etikos, loginiu mąstymu pagrįsto moralės ugdymo(si) teorinės prielaidos, racionalistinė moralės ugdymo samprata ir jos įtaka moralinio ugdymo principams, dorinio ugdymo vientisumo paradigma, kritinio ir kūrybinio mąstymo santykis moralės srityje, loginio mąstymo reikšmė analizuojant ir interpretuojant moralinius reiškinius.

ENThe fundamental thesis and research object of the monograph is the issue of the interrelationship between ethic and logic sciences, as well as the possibility to teach / learn ethics following the rules of logical thinking. The monograph consists of the introduction, four parts, conclusions, a list of literature and annexes. The first and second parts include theoretical methodological hypotheses that are explicated and verified in the third and fourth parts of the monograph. The first part analyses the significance of logical thinking while teaching/ learning ethics, the theoretical preconditions for moral (self-) development based on logical thinking, the conception of rationalist development of morality and its impact on the principles of moral education, the paradigm of the integrity of moral education, the relationship between critical and creative thinking in the field of morality, as well as the significance of logical thinking in analysing and interpreting moral phenomena. [...] The second part of the monograph discusses the competence of logical thinking based on the didactic modelling of the process of moral (self-) development, and practical preconditions for the model of moral (self-) development based on logical thinking, as well as focuses on the methodology and methods of the design and investigation of morality (self-) development model. The third part of the monograph introduces an empirical model of the development of logical thinking competence. It verifies the hypothesis that the formal and non-formal acquisition of logical thinking abilities enables learners to make autonomous and logically-valid moral decisions and observe the perceived values. Having learnt to analyse the process of own decision-making, the learners develop better abilities of analysing the process of decision-making of other people, and better understanding of both positive and negative intentions of others, for instance, understanding assumptions, motifs, etc.While learning to analyse the process of own decision-making, an individual is able to foresee and self-consciously select an algorithm of own moral behaviour, plan the prospects of own behaviour considering its clearly perceived reasons, i.e. they develop a self-conscious under-standing of the process of own reasoning. The fourth part presents empirical substantiation of the model of the development of logical thinking competence in forms 9-10. Referring to the conducted educational experiment, the author analyses the functioning of the model of logical thinking competence in the field of moral education, i. e. explores whether the implementation of the proposed model helps to develop logical thinking competence, and if this competence helps learners to analyse moral phenomena at a greater rate. The experiment includes testing lessons that enable to identify whether the learner are able to logically analyse moral phenomena. At the end of the monograph, the conclusions of the theoretical and empirical research are drawn and proposals provided.The monograph presents the methodology and survey that helps to identify the logical thinking competence of learners in the field of morality for the first time in Lithuania. It also provides an extensive analysis of the test that reveals how the lack of some skills of logical thinking limits the possibility of the correct analysis of and assessment of moral phenomena. The learners' elementary skills of logical thinking in the field of morality are explored, as well as the preconditions for the development of logical thinking abilities and the characteristics of the level of logical thinking abilities of 9th-10th form learners are highlighted for the first time in Lithuania. The tests help to identify how the learners create definitions of concepts, formulate solutions, establish analogies, identify connections between (possibility and reality, part and whole, goals and means, cause and outcome) objects and phenomena, draw conclusions on the basis of own assumptions, make ranking, identify relations between objects and phenomena, provide arguments, etc. The model of the development of logical thinking competence in the field of morality has been developed for the first time in Lithuania. The presented methodological substantiation and empirical description of learners' abilities to analyse moral phenomena based on logical thinking creates preconditions for the improvement of the didactics of ethic (self-) development.