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THE THEORY OF LOGICAL THINKING AND LOGICAL REASONING
Ganieva Maftuna Abduaziz
Basic doctoral student of Gulistan state university
https://doi.org/10.5281/zenodo.14039963
Annotation
: This article explores the importance of logical thinking in the
pedagogical activities of primary school teachers. Logical thinking is a crucial
tool for teachers to deliver knowledge clearly and systematically to students,
allowing them to grasp complex concepts in a simple and understandable way.
The article examines the psychological, pedagogical, philosophical, didactic, and
scientific-methodological foundations of logical thinking. It also highlights the
need for developing creative and critical thinking skills, the application of
methodological approaches, and the importance of continuous professional
development. The research outlines strategies for enhancing logical thinking
abilities through effective teaching methods, making it an essential component
of the educational process.
Keywords:
Logical thinking, primary school teachers, cognitive skills,
pedagogical approaches, creative thinking, critical thinking, didactic principles,
educational methodology, dialectical thinking, teacher development.
The issue of improving the quality of education and preparing highly
qualified, competitive specialists is of particular importance for higher education
institutions worldwide. In UNESCO's international education concept for 2030,
education is recognized as “the primary driving force for development and a
critical activity leading to sustainable development goals.” It emphasizes the
importance of “creating opportunities for quality lifelong learning,” setting this
as a pressing task. Achieving these goals involves raising well-rounded,
independent thinkers who appreciate their national heritage, are creative,
intelligent, and capable of logical reasoning, while also being able to confidently
step into a bright future. This, in turn, demands that today's teachers engage in
continuous creative inquiry and self-improvement.
In Uzbekistan, the implementation of information technology-based
teaching methods is helping future educators develop logical thinking skills,
thereby preparing qualified and competitive specialists for the real sectors of
the economy. The use of innovative methods in the digitization of the
educational process necessitates that educators pre-plan their teaching
activities. In the "Action Strategy for Further Development of Uzbekistan," one of
the priorities is to “study important and in-demand subjects such as
mathematics, chemistry, biology, and computer science in greater depth.” In this
context, fostering creative approaches that enhance logical thinking in future
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educators, designing lessons, and improving teaching based on advanced
educational technologies (relational pedagogy, comprehensive education,
project-based learning, creative activity-oriented tasks, bifunctional problems)
are of great importance.
Therefore, in the learning process, teachers must not only impart a certain
amount of knowledge but also teach students to independently seek new
information and process it creatively. The use of logic elements is crucial in the
digital learning environment for enhancing the logical thinking abilities of future
elementary school teachers. Here, the state of methodological preparedness
plays an important role in finding concrete solutions to this issue. By improving
the content of logical and methodological education elements, it is possible to
provide future elementary school teachers with high-level knowledge and
enhance teaching methodologies through subject integration.
Today, this process is carried out with a special approach in the higher
education system, with a focus on the following key areas for modernizing
education: The development of non-formal (teaching – based on the
"Cooperation Strategy," introducing innovations into the educational process,
online teaching, emphasizing tutor-based education) and informal
(individualized and personal) teaching content, developing effective forms and
methods for fostering logical and creative thinking in future elementary school
teachers, and creating various models and technologies that ensure the
integration of lessons. The “Action Strategy for Further Development of
Uzbekistan” outlines tasks for “further improving the education system and
expanding opportunities for quality educational services.” This requires
increasing the creativity of educators, creating favorable conditions for
improving educational content, and achieving the expected outcomes through
the provision of pedagogical deontology (from Greek “deontos” – obligation,
fitting, necessary, appropriate, and “logos” – knowledge, teaching).
The above explanations are primarily mentioned as a terminological
interpretation of general educational approaches. The concept of logical
thinking, which we are analyzing, can be considered as the foundational
locomotive and indicator of these components (creativity, cognition, innovative
worldview). Humanity has always operated within certain laws. Not only
humans but the entire universe, whether natural phenomena or mysterious
realms beyond human comprehension, has always possessed its own unique
logic. At the very least, humans have always tried to find a logical explanation for
the development of these phenomena.
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The sociological aspect of research on thinking is characterized by
analyzing the historical development of thought in relation to the social
structure of various societies. Physiology studies the mental mechanisms that
clarify the phenomenon of thinking. Cybernetics views human thinking as an
informational process imprinted in activity. Psychology studies thinking as a
cognitive activity and differentiates its types depending on the character and
degree of generalization of the tools used, as well as how new they are to the
subject. In Abu Ali ibn Sina’s work "Daneshnameh," one can find ideas related to
thought and the thinking process. He examines reflections as a mental
phenomenon and, in his works such as "Aristotle’s Metaphysics Commentary"
and "Commentary on Logic," he views it as a logical form. The philosopher
highlights that a judgment consists of a logical subject, a logical predicate, and a
logical connector. He analyzes concepts as parts of a judgment, paying special
attention to the relationship between general and individual concepts.
Analyzing scientific pedagogical literature proves that the issue of
teachers' intellectual thinking, especially in general formal education processes
and lessons involving future elementary education specialists, has not yet been
specifically analyzed on a scientific basis. However, at a time when significant
changes are taking place in our country, particularly in the public education
system, the need for scientifically grounded recommendations on this issue is
growing among professors and teachers.
When considering the issue of logical thinking from theoretical and
historical perspectives, it is necessary first to provide a terminological
explanation of this word and field of study. In this regard, it is appropriate to
acknowledge that V. I. Kirillov, one of the scholars who has long promoted the
science of logic in his textbooks and educational manuals, correctly
distinguished the objective and subjective logic in the interrelations between
nature, society, and human relations. Indeed, we constantly feel that the events
occurring around us, as well as the processes taking place in our thoughts,
possess a certain logic.
It is well-known that humans possess the ability to think, and they
organize, structure, and manage their actions, life activities, and way of life
based on this ability. These processes do not occur in a chaotic manner but
instead follow certain logical laws. A person develops the skills to understand
and adhere to these laws only through the process of studying logic.
Learning logic enhances a person’s thinking ability, allowing them to think
clearly and consistently, avoid mistakes in their own reasoning and that of their
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interlocutor, and, if necessary, point out and correct such errors. This indicates
that logic is relevant to all areas of human activity, including its application in
pedagogical practices.
Logic as a science emerged in Ancient Greece in the 4th century BC and
was referred to as "logica." Initially, "logica" was derived from the Greek word
"logos," meaning "word," "thought," "reason," or "law." Some sources emphasize
that the concept of "logica" was first introduced as a scientific term by
Democritus in his work "On Logic" or "Law." The term "mantiq," however,
originates from the Arabic language and means "the science of the forms and
laws of thought." In contemporary scientific discourse, the meaning of the term
"logic" has expanded significantly, and it is used in various senses. For instance,
the term "logic" can refer to the interconnectedness and consistency in the
development of things and events or the connection and consistency of concepts
arising from thought. When discussing the order, connection, and sequence of
things, it is called objective logic. Conversely, when discussing the connection,
consistency, and reasoning of thoughts, or the development and laws of thinking,
it is referred to as the logic of thinking or subjective logic. Additionally, logic is
also understood as the science that studies the laws and forms of thought. In our
further analysis, we will focus on this particular meaning of logic.
Aristotle is considered the founder of the science of logic. He was a thinker
who systematized all the knowledge on logic that existed before him and
enriched it with new teachings, elevating it to a certain system. This science,
which studies the forms and laws of thought, is referred to in the history of
science as "formal logic," "traditional logic," or "Aristotelian logic."
Logical thinking is the ability of a person to thoroughly reflect on the tasks
at hand and, from a pedagogical perspective, to sometimes resolve them quickly
and non-standardly, as well as to find effective and appropriate ways to achieve
their goals. In other words, logic involves thinking up ideas that are different
from those of others, avoiding traditional modes of thinking, and finding quick
and effective solutions to problematic situations. Although this is related to the
concept of creativity, it also encompasses more consistent and deeply reasoned
reflections. Logical thinking is the unity of individual qualities and thinking
abilities that create a foundation for the development and enhancement of a
person's creativity.
Now, let’s briefly touch upon the concept of logical thinking. In some
scientific literature, the concept of logical thinking is explained as follows:
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International scientific-online conference
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Logical thinking has several meanings, reflecting the stages of development of
thought, the ability to analyze, and one’s attitude toward reality.
For a teacher, logical thinking depends on the techniques and tools used in
the technology of developing logical thinking, which are necessary to stimulate
students' intellectual activity. Logical thinking includes concepts such as
"evaluation" and "self-evaluation," "logic" and "self-analysis," "proof" and
"rejection," as well as "logical analysis." The culture of logical thinking
encompasses the methods and techniques for applying reliable evidence in
practice. All of this contributes to personal development and helps shape
students' worldview. Judi Bruz and David Wood believe that logical thinking is a
form of thinking that reflects critical thinking. Thought is formed through the
recognition of one’s "self," objectivity, the ability to accept other perspectives
while considering one’s own, and occasionally letting go of one's prejudices.
When solving problems, it is necessary to have the ability to propose new ideas
and see ways to resolve them.
At this point, the methodological aspect of developing logical thinking
abilities in future educators, particularly those expected to work in the primary
education branch of the general secondary education system, is one of the
pressing issues. It is worth mentioning that globalization and technogenic
civilization are undoubtedly influencing the upbringing of the younger
generation. Today's students are not easily captivated by "stories of the past," as
they are more interested in information based on real events. In many cases, we
speak with "joy" about a one-year-old child being able to use mobile
communication devices. This means that future primary school teachers must be
aware of the modern demands and the ongoing changes in education. They must
work continuously on self-improvement and be prepared for practical activities
in constantly changing, non-standard conditions, ensuring their readiness for
innovation. This situation creates a need to establish additional, unconventional,
parallel independent education systems.
As noted by A. Ye. Dmitriev and M. R. Levov, the initial stage of school—
primary education—develops a child’s personality and abilities, teaches
communication, native language skills, reading, and the foundations of moral,
aesthetic, and physical culture, and forms the habit of systematic work. Children
acquire general concepts about nature, society, humans, and their labor, laying
the groundwork for a worldview. In primary school, students develop the
necessary skills and competencies in reading and writing, learn to observe the
world around them, measure and calculate, grasp methods of logical memory
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retention, the elements of theoretical thinking, and gain the foundations of
speech and behavior culture, personal hygiene, and a healthy lifestyle. Initial
value orientations begin to form, learning motivation develops, and love for
knowledge and spiritual values is instilled. Every teacher must be prepared to
work in such conditions and to fulfill these tasks. Moreover, they must
understand modern children, their needs, and interests, and possess
contemporary methods for studying children and the conditions for their
development.
In our opinion, among the issues mentioned above, the most significant is
the development of logical thinking skills in future elementary school teachers. It
is essential to modernize and innovate the process of deepening the educational
approach by equipping it with innovative teaching technologies. The process of
systematically organizing the development of logical thinking skills in future
elementary school teachers based on a neological approach depends on how
well the foundational curriculum is mastered, and this is reflected in the
methodological support and current state of this educational process.
We are aware that elements of education have undergone significant
changes based on the reforms in higher education and the social sphere.
Therefore, it is becoming increasingly essential to revisit educational
philosophies, principles, and problems from the standpoint of logical and
innovative approaches.
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