Theoretical and methodological bases for the development of critical thinking in adolescents: philosophical, psychological, and pedagogical aspects

based on an analysis of recent domestic studies and our own empirical data (26 adolescent students), we reveal the structure of critical thinking as a complex education that includes cognitive, reflective, and communicative components. Its development cannot be reduced to the formation of logical operations alone: reflection skills, the ability to verify the reliability of information, readiness for reasoned dialogue, and educational motivation are also necessary. The study uses a set of diagnostic techniques (the Lippmann test, A.V. Karpov's reflectivity questionnaire, the technique developed by Yu.F. Gushchin and N.V. Smirnova, etc.), as well as group work with elements of case analysis and discussion. The results showed that the most effective approach is a combination of argumentation tasks, training in working with information, and reflection. The importance of activity-based forms of learning (educational discussions, project work) and the role of pedagogical support are emphasized. The conclusions can be used in educational practice, as well as in the development of functional literacy programs.

critical thinking, adolescence, reflection, argumentation, educational discussion, educational process