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THE PROBLEM OF DEVELOPING LOGICAL THINKING IN FUTURE
TEACHERS BASED ON INTERDISCIPLINARY COOPERATION AND
ITS ANALYSIS
Jasurbek Valeriy ugli Solijonov
Researcher at Fergana State University
Orcid ID: 0009-0002-6797-7249
https://doi.org/10.5281/zenodo.14667592
Abstract:
The article studies the theoretical and methodological
foundations of developing logical thinking in future teachers, the methodology
for developing logical thinking in future teachers based on interdisciplinary
cooperation, the effectiveness of developing logical thinking in future teachers
based on interdisciplinary cooperation. Also, The essence and theoretical
foundations of the concept of logical thinking are analyzed.
Key words:
pedagogue, logical thinking, theoretical and methodological
basis, competence, improvement, pedagogical, technological, model, didactic,
social significance, educational feature, interdisciplinary cooperation.
Introduction
In the context of the globalization of education, the broader application of
interdisciplinary integration has become a necessity. The principle of
interdisciplinary integration must be applied practically to the educational
process of academic institutions. This principle ensures a comprehensive
understanding of complex aspects of related academic disciplines, allowing for
deeper exploration of the intrinsic essence of knowledge. As a result, internal
connectivity and systemic coherence emerge within various frameworks,
fostering integrative unity. Implementing interdisciplinary collaboration in the
educational process significantly enhances the quality of education, supports
modernization efforts, and expands opportunities for innovative teaching.
The didactic foundations of interdisciplinary collaboration are expressed in
the integration of academic knowledge, encompassing various elements of the
curriculum. This approach addresses contradictions in the interpretation of a
single phenomenon and establishes the alignment of academic disciplines as an
essential didactic condition for the successful development of each discipline's
methodology.
Literature Review and Methods
The tasks of developing logical thinking have been extensively studied
across various disciplines by numerous scholars and continue to be a focus of
research today. Scholars such as Alain Lecomte, Bill Roberts, B.K. Atrostic, Disk
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van Dalen, Dana Richards, D.H. Autor, C.B. Frey, Michał Walicki, E. Brynjolfsson, J.
Monk, Y.M. Kolyagin, L.M. Fridman, L.P. Grishenko, M.Ye. Drabkina, M.V.
Goryainov, M.A. Ivanova, A.G. Kurosh, O.S. Stepanova, A. Abduqodirov, R.
Djurayev, U. Inoyatov, O. Musurmonova, Kh. Ibraimov, Sh. Abdullayeva, D.
Ro‘ziyeva, B. Abdullayeva, Z.E. Azimova, G.R. Alimatova, S. Alikhonov, S.T.
Aliqulov, M. Aripov, I.V. Makukhina, Kh.B. Norbo‘tayev, A.A. Salomov, A.Ch.
Choriyev, and D. Sharipova have explored the philosophical, psychological, and
pedagogical dimensions of developing logical thinking.
Results and Discussion
A review of the current state of the issue of developing logical thinking
among future educators reveals that pedagogical efforts in this area are far from
satisfactory. The following points substantiate this observation:
Exclusion of Key Disciplines: Our studies indicate that foundational
subjects, such as "Logic" and "Higher Mathematics," have been removed from
current curricula. The subject of Logic has been reduced to a mere 2-hour
inclusion within the general Philosophy course. Delivering lectures and
conducting seminars within such limited timeframes makes it extremely
challenging to develop students’ logical thinking. Similarly, "Higher
Mathematics," which formerly played a key role in fostering logical reasoning,
has been excluded from many educational programs. While previously
mandatory for all specializations, it is now offered only in select disciplines, such
as Psychology, Biology, Chemistry, Ecology, and Geography. This omission
negatively impacts the quality and effectiveness of logical thinking development.
Lack of Targeted Pedagogical Focus: Pedagogical and professional courses,
such as General Pedagogy and General Psychology, lack specific topics or
approaches aimed at fostering logical reasoning or deep intellectual engagement
among prospective educators. Consequently, pedagogical activities in this
direction lack clear objectives.
Insufficient Emphasis on Independent and Critical Thinking: The
effectiveness of developing logical thinking is closely tied to students'
independent thought processes and an open academic environment. However,
the current pedagogical education system provides insufficient opportunities for
independent critical discourse, hindering the cultivation of a robust intellectual
culture among students.
Objectives of Teaching Logical Elements through Interdisciplinary
Collaboration
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The main objectives of integrating logical elements into the content of
pedagogical higher education institutions are as follows:
To develop and enhance a system of logical knowledge and skills that
students can apply to their studies and future professional activities.
To prepare students for productive and positive engagement in a
technologically advancing society by fostering precise, critical, and logical
reasoning skills.
To emphasize the logical and cognitive aspects of theorem and fact
validation, equipping students with the ability to provide reasoned proofs.
To instill respect for historical, spiritual, and cultural heritage, while
fostering logical culture as an integral part of universal human values.
Key Tasks of Teaching Logical Elements
The main tasks associated with teaching logical elements through
interdisciplinary collaboration include:
Ensuring that students acquire and master knowledge, skills, and
competencies related to fundamental concepts, formulas, properties, theorems,
and algorithms of logic.
Enabling students to recognize the role and importance of logic in societal
development and its application in socio-economic relationships and everyday
activities.
Developing independent learning skills by nurturing individual interests.
Promoting national pride, universal cultural values, and creative thinking
by considering interdisciplinary connections.
Implementing systematic interdisciplinary collaboration in the
development of logical thinking significantly enhances the interconnectedness of
educational processes. In the current stage of modern education, the operational
framework of teaching is undergoing fundamental changes, with the wide
application of pedagogical technologies, integrations, and innovations in
practice.
Integration serves as a means of acquiring new concepts at the boundaries
of scientific knowledge. Primarily, it is necessary to fill in gaps between
differentiated knowledge and establish connections between them. This process
aims to enhance learners’ knowledge and modernize narrow specialization in
education. However, integration should not replace classical academic subjects
but rather unify the knowledge acquired into a cohesive system.
The didactic essence of integrating academic disciplines lies in the necessity
of developing pedagogical methods and principles that enable the conceptual
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structure and methodology for forming new knowledge across various
disciplines. Narrowly viewed, integration of academic disciplines is a natural
continuation of the synthesis of knowledge domains and scientific insights. The
primary objective of such integration is to synthesize subjective new knowledge,
which is achieved through developing innovative pedagogical technologies.
The interdisciplinary collaboration approach is considered the most
optimal direction for pedagogy in integrating specialized and elective subjects.
The conceptual idea underpinning this approach posits that the integration of
disciplines leads to the acquisition of subjective new knowledge that could not
have been achieved if disciplines were taught in isolation.
DIDACTIC AND METHODOLOGICAL ASPECTS
In pedagogical research, considerable attention is given to developing
methodologies, forms, and tools to overcome fragmentation in teaching
academic subjects and the methodology underlying the educational and
upbringing processes. Integration increases the interconnectedness and
organization of system components, structuring the functioning of the system
and ensuring the coherence of the studied object.
In modern didactics and methodology, it is emphasized that students’
educational success and intellectual growth are closely linked to their
understanding of the unity of the world. Educational integration involves
viewing the content of academic disciplines through a systematic approach. In
the pedagogical process, interdisciplinary collaboration fosters the development
of specific skills and abilities, including:
Understanding that interdisciplinary collaboration is a complex and
multifaceted didactic process.
Acknowledging the philosophical basis of interdisciplinary collaboration,
where the interconnected development of sciences and scientific concepts has
been explored by renowned scholars. These studies emphasize that
interdisciplinary collaboration is a leading didactic phenomenon within the
methodological-didactic principles.
Recognizing interdisciplinary collaboration as a didactic phenomenon that
improves the conditions of teaching and all forms of education.
Coordinating the content of closely related academic disciplines with great
precision.
Striving to enhance the scientific and practical level of the studied material.
Unifying interrelated knowledge as a cohesive didactic unit.
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Demonstrating methods for embedding systematic and stable knowledge in
students’ minds.
Defining tools that expand opportunities for assimilating generalized
knowledge.
Interdisciplinary collaboration directly impacts the core components of the
educational process, including the content of study materials, teaching methods,
and technical resources, which must align with this approach.
CONCLUSION
The formulation and improvement of the content for teaching logical
elements based on interdisciplinary collaboration are grounded in the following:
Selecting, structuring, and refining educational content according to the
principles, rules, and methods of didactics.
Designing curricula for logical elements taught in pedagogical higher
education institutions, guided by established requirements, construction
principles, and factors for developing students' intellect and thinking.
Considering logical elements as the foundation for understanding the
world and uncovering the laws governing phenomena in the surrounding
environment, production, science, technology, and technological advancement.
Strengthening the focus on promoting and activating students'
independent thinking skills.
Developing and enhancing practical skills that enable students to
effectively address issues encountered in various activities and engage in
productive endeavors.
This interdisciplinary approach provides a robust framework for fostering
logical thinking and preparing students to meet the challenges of a dynamic and
complex educational environment.
References:
1.
Kolayda, E.P. Development of Logical Thinking in Adolescents through
Interdisciplinary Problems: Abstract of the Dissertation for the Degree of
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1996. – 15 p.
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Mirqosimova, M.M. Technology for Developing Analytical Thinking in
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2020, pp. 479.
3.
Nikolskaya, I.L. Fostering Logical Literacy in Mathematics Education:
Abstract of the Dissertation for the Degree of Candidate of Pedagogical Sciences.
Moscow, 1973. – 26 p.
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4.
The Latest Philosophical Dictionary. Moscow: Nauka, 1999. – 256 p.
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