Naslov (srp)

Uloga iskustva i doživljaja u kritičkom mišljenju : doktorska disertacija

Autor

Kuburić, Ana, 1984-

Doprinosi

Lubardić, Bogdan, 1964-
Trajkovski, Miroslava, 1969-
Govedarica, Milanko, 1963-

Opis (eng)

The dissertation accomplished the objective to research notions of experience –moving from the two notions of experience and experiencing in Serbian, iskustvo anddoživljaj, corresponding to the German Erfahrung and Erlebnis, through theirdevelopment across different traditions and science disciplines – examining afresh thestructure and dynamism of experiencing in various psychotherapeutic areas, as well asits significance in the process of learning and developing critical thinking that fulfillsboth epistemological and logical standards.This doctorate dissertation aims to respond to the question as to whetherexperiencing has a significant role for critical thinking. In the first couple of chapters,the author presents the thesis that a sound personal relationship toward one`s ownprocess of experiencing contributes significantly to critical thinking and defines thecontent of a sound relation to the very process of experiencing.In order to answer these questions, in the first chapter the author investigateswhat the process of experiencing is, how it operates and what it encompasses, based onphilosophical, psychological and contemporary neurological scientific research. Theauthor carries out a historical analysis of the use of the notion of experience in differentphilosophical traditions where this notion has a significant explanatory role (in thephilosophy of Immanuel Kant, Wilhelm Dilthey, Edmund Husserl, Hans GeorgGadamer, William James, John Dewey, Maurice Merleau-Ponty, Daniel Dennett andEvan Thomson). The concepts of experience and experiencing are then examined in afunctional and structural analysis of the work of the founders of differentpsychotherapeutic approaches (Carl Rogers, Fritz Perls, Eugen Gendline, and AlbertEllis). This establishes a clear connection between experience and needs, emotions,interests, beliefs, consciousness, self, memory, thinking and comprehension.Subsequently, a richer understanding of this link is outlined with reference to theneuroscientific explanations of Antonio Damasio. The dissertation conducts aqualitative analysis of key works written by the 14 above-mentioned authors, showingthat the notion of experience – in a broader sense that she defines, and also encompassesthe process of experiencing – is not solely identified with either perceptive, emotionaland conscious experience, but rather it encompasses all those types of experience. Theauthor shows at the same time that, for the sake of philosophical debates and specificresearch enquiries, the notion of experience is often reduced to one particular type. Twoof its characteristics are crucial for defining experience in a broader sense: firstly, that itoccurs at the border between organism and environment, primarily on the surface of theskin and other organs of motor-sensory response (which is significant for the narrowermeaning of the term experience, which is actually what the use of the expressionsperceptual experience and partially conscious experience counts on); and secondly, thatit continues within the limits of the organism, i.e. that it refers to everything thathappens within the limits of the organism at any moment and is potentially accessible toconsciousness (which is significant for the meaning of the process of experiencing, andwhich is what we count on by using the term conscious experience, self experience,experience of need, emotional experience, bodily experience, etc.).10The presentation of the dynamics of experience/experiencing is key toestablishing the role that experience has in the formation of critical thinking in thesecond chapter. In order to link the process of experiencing with knowledge aboutcritical thinking, the author uses a comparative analysis to investigate the definitionsand components of critical thinking according to the approaches taken by eminenttheoreticians about critical thinking (such as Robert Ennis, Richard Paul, John McPeckand Harvey Siegel). The author also analyzes the use of the notion of experience in thetheories of all these authors.In the third and final chapter, the author reviews the implications of the positionthat the process of experiencing plays a significant role in critical thinking for theconception of the teaching of critical thinking. This chapter reviews the theoreticjustifications by which prominent methodologists of learning by experience ground theiruse of these methods, and establishes clearer theoretic basis for methodical proceduresof that kind using conclusions about the functioning of the process of experiencing andof the epistemological parameters of the quality of thinking based on experiencing. Theprominent thinkers engaged with in this review of the methodology of learning byexperience are as follows: David Kolb, Donald Schön, Peter Jarvis, Dorothy Heathcote,Gavin Bolton and Cecily O`Neill.The conclusion of this dissertation is that theorists of the teaching of criticalthinking should provide instructions and informative content about what constitutes asound or healthy relationship to one`s own process of experiencing; the role of emotionsin forming one`s opinion should also be pointed out; recognition of underlying personaland societal needs in analysing issues should be supported; and clear reference shouldbe made to the interests that affect debates. Equally, it is seen that shortcomings inmethodologies of learning from experience can be overcome through expanding thesemethodologies with content about what it means to develop critical thinking accordingto certain epistemological and logical standards.

Opis (srp)

Predmet istraživanja u doktorskoj disertaciji su pojmovi iskustvo i doživljajonako kako su se razvijali u istorijskom kontekstu, u različitim filozofskim tradicijama inaučnim disciplinama, posebno struktura i dinamika doživljavanja u različitimpsihoterapijskim pravcima, te značaj doživljavanja za proces učenja i razvijanjakritičkog mišljenja koje zadovoljava epistemološke i logičke standarde.Cilj doktorske disertacije je da odgovori na pitanje da li proces doživljavanjaima značajnu ulogu u kritičkom mišljenju. U prva dva poglavlja autorka dokazuje tezuda zdrav odnos prema sopstvenom procesu doživljavanja značajno doprinosi uspešnostikritičkog mišljenja i definiše u čemu se sastoji zdrav odnos prema procesudoživljavanja.Da bi odgovorila na zadato pitanje, autorka se u prvom poglavlju baviistraživanjem šta je proces doživljavanja, kako on funkcioniše i šta sve obuhvata naosnovu filozofskih, psiholoških i savremenih neuronaučnih istraživanja. Uradila jeistorijsku analizu upotrebe pojmova iskustvo (nem. Erfahrung, engl. experience) idoživljaj (nem. Erlebnis, engl. experience) u različitim filozofskim tradicijama u kojimaovaj pojam ima značajnu eksplanatornu ulogu (kod Imanuela Kanta, Vilhelma Diltaja,Edmunda Huserla, Hans-Georga Gadamera, Vilijama Džejmsa, Džona Djuija, MorisaMerlo-Pontija, Danijela Deneta i Evana Tompsona). Koncepti doživljaja i doživljavanjasu zatim istraženi funkcionalnom i strukturalnom analizom procesa doživljavanja uradovima začetnika različitih psihoterapijskih pravaca (Karla Rodžersa, Frica Perlsa,Eugena Gendlina, Alberta Elisa). Uspostavlja jasnu vezu iskustva sa potrebama,emocijama, interesima, verovanjima, svešću, samstvom, pamćenjem, mišljenjem isaznanjem, koju na kraju obogaćuje neuronaučnim objašnjenjima Antonija Damazija.Na osnovu korpusa znanja kojim raspolaže, nakon kvalitativne analize sadržaja ključnihradova četrnaest navedenih autora, zaključuje da se pojam iskustva (u širem smislu kojidefiniše, i koji obuhvata i proces doživljavanja) ne iscrpljuje u perceptivnim iskustvima,emocionalnim iskustvima, svesnim iskustvima, već obuhvata sve ove vrste iskustava.Autorka zaključuje da se za potrebe filozofskih rasprava i specifičnih ispitivanja pojamiskustva često redukuje na neku od njih. Za definisanje iskustva u širem smislu ključnesu dve njegove osobina: prvo, da se javlja na granici između organizma i njegoveživotne sredine, pre svega na površini kože i drugih organa čulno-motoričkog odgovora(što je značajno za definisanje pojma iskustva u užem smislu, odnosno, na šta se računaupotrebom izraza perceptivno iskustvo, i delom svesno iskustvo), i drugo, da se daljeodvija unutar granica organizma, tj. da se odnosi na sve što se događa unutar granicaorganizma u svakom trenutku i potencijalno je dostupno svesti (što je značajno zadefinisanje pojma doživljaj, i na šta računamo upotrebom izraza svesno iskustvo,iskustvo sopstva, iskustvo potrebe, emocinlano iskustvo, telesno iskustvo, itd.).Prikaz dinamike iskušavanja/doživljavanja ključan je za dokazivanje uloge kojuiskustvo ima u formiranju kritičkog mišljenja u drugom poglavlju. Da bi povezalaproces doživljavanja sa znanjima o kritičkom mišljenju, autorka komparativnom8analizom istražuje definicije i komponente od kojih se sastoji kritičko mišljenje premamišljenju eminentnih teoretičara kritičkog mišljenja (Roberta Enisa, Ričarda Pola,Džona Mekpeka i Harvija Sigela) i analizira upotrebu pojma iskustva kod njih.U trećem, završnom poglavlju autorka razmatra kakve implikacije imapretpostavka da proces doživljavanja zauzima značajnu ulogu u kritičkom mišljenju nakoncepciju podučavanja u kritičkom mišljenju. Autorka razmatra teorijska opravdanjakojima istaknuti metodičari učenja iz iskustva i doživljaja (Dejvid Kolb, Donald Šen,Piter Džarvis, Hitkot Doroti, Bolton Gavin, Sesili O'Nil) opravdavaju upotrebe ovihmetoda, i utvrđuje teorijsku osnovu metodičkih postupaka takve vrste zaključcima ofunkcionisanju procesa doživljavanja i o epistemološkim parametrima kvalitetamišljenja izvedenog na temelju doživljavanja.Zaključak rada je da teoretičari podučavanja u kritičkom mišljenju u svojesadržaje treba da uvedu instrukcije i informativne sadržaje o zdravom odnosu premasopstvenom procesu doživljavanja, ukazuju na ulogu koju emocije imaju u mišljenju,podržavaju prepoznavanje ličnih i društvenih potreba u analiziranim pitanjima, iotvoreno upućivanje na interese koji utiču na date debate. Sa druge strane, nedostacimetodika učenja iz iskustva i doživljaja mogu biti prevaziđeni proširivanjem njihovihmetodika sadržajima o razvijanju kritičkog mišljenja prema određenim epistemološkimi logičkim standardima.

Opis (srp)

Filozofija - Filozofija duha, filozofija obrazovanja / Philosophy - Philosophy of mind, philosophy of education Datum odbrane: 06.04.2023.

Jezik

srpski

Datum

2022

Licenca

Ovo delo je licencirano pod uslovima licence
Creative Commons CC BY-NC-ND 3.0 AT - Creative Commons Autorstvo - Nekomercijalno - Bez prerada 3.0 Austria License.

http://creativecommons.org/licenses/by-nc-nd/3.0/at/legalcode

Predmet

OSNO - Opšta sistematizacija naučnih oblasti, Filozofija uma. Filozofija duha

experience, experiencing, critical thinking, education, pragmatism, phenomenology, hermeneutics, psychotherapy, neurological studies

OSNO - Opšta sistematizacija naučnih oblasti, Filozofija uma. Filozofija duha

iskustvo, doživljaj, kritičko mišljenje, obrazovanje, pragmatizam, fenomenologija, hermeneutika, psihoterapija, neuronauka