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Nastava i vaspitanje
2004, vol. 53, iss. 4-5, pp. 330-342
article language: Serbian
document type: Original Scientific Paper
published on: 02/06/2007
Critical thinking in teaching psychology: A programme experiences
University of Belgrade, Faculty of Philosophy


The paper discusses some specificities of a programme designed to develop critical thinking among secondary school students in the teaching process of psychology. The first part describes the aims (aspects) of critical thinking which proved to be the most relevant and the most needed in studying psychology (e.g. active knowledge structuring, understanding the relation between layman and scientific knowledge, questioning the contents and stimulating meta-cognition). In the second part those aims of critical thinking which can be supported only with difficulties in the teaching process of psychology are analyzed (e.g. confronting theoretical views critical analyses of texts and sources of information). An attempt is made to highlight the difficulties that arise from the very nature of psychology as a scientific discipline, as well as those related to actual school practice conditions (primarily the concept of psychology as a school subject and the characteristics of currently used textbooks). On a theoretical level it may contribute to discussions on epistemological aspects of critical thinking, while on a practical level it offers a reflection on the principal demands and difficulties that the programmes aimed at the development of intellectual skills of students within regular teaching process are faced with.


critical thinking; psychology teaching; subject-specific critical thinking


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