THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
170
THE CONCEPT OF LOGICAL THINKING AND ITS CONCEPT
Zikiryayeva Manzura Mavlonovna
2nd-year PhD student at Bukhara State Medical Institute.
manzurazikiryayeva83@gmail.com
tel: +998907457413
https://doi.org/10.5281/zenodo.15212047
Annotation:
This article is dedicated to the study of the concept of logical
thinking, as well as the analysis of its content and essence. The article examines
the philosophical, psychological, and pedagogical aspects of logical thinking, its
importance in everyday life, and its role in the education system. In addition, it
discusses the development of logical thinking and its role in social and practical
activities. The article offers scientifically grounded recommendations on
methods and ways of developing logical thinking for students and learners.
Keywords:
thinking, language, speech, logical thinking, sensation,
perception, imagination, cognitive activity, understanding, hypothesis, thought,
reasoning, idea, assumption, judgments.
Аннотация:
Данная статья посвящена изучению понятия логического
мышления, а также анализу его содержания и сущности. В статье
рассматриваются философские, психологические и педагогические
аспекты логического мышления, его значение в повседневной жизни и
роль в системе образования. Кроме того, освещается развитие логического
мышления и его роль в социальной и жизненной деятельности. Статья
предлагает научно обоснованные рекомендации по методам и способам
развития логического мышления для учащихся и студентов.
Ключевые слова:
мышление, язык, речь, логическое мышление,
ощущение, восприятие, представление, мыслительная деятельность,
понимание, гипотеза, мысль, рассуждение, идея, предположение,
суждения.
Annotatsiya
: Mazkur maqola mantiqiy tafakkur tushunchasini o‘rganishga
bag‘ishlangan bo‘lib, uning mazmuni va mohiyatini tahlil etadi. Maqolada
mantiqiy tafakkurning falsafiy, psixologik va pedagogik jihatlari, uning kundalik
hayotdagi ahamiyati va ta’lim tizimidagi o‘rni keltirilgan. Shuningdek, mantiqiy
tafakkurning rivojlanishi va uning ijtimoiy-hayotiy faoliyatdagi roli haqida ham
so‘z yuritiladi. i. Maqola o‘quvchilarga va talabalar uchun mantiqiy tafakkurni
rivojlantirish yo‘llari va metodikalariga oid ilmiy asoslangan tavsiyalarni taqdim
etadi.
Kalit so‘zlar
: tafakkur, til, nutq, mantiqiy tafakkur, sezgi, idrok, tasavvur,
fikrlash faoliyati, tushunish, faraz qilish, fikr, mulohaza, g‘oya, faraz, hukmlar.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
171
Thinking is the highest form of mental activity of a person, the process of
reflecting objective reality in consciousness. Since ancient times, it has been
continuously studied as one of the main objects within the scope of
philosophical, pedagogical, psychological, and physiological research. Thinking
is a tool for understanding the surrounding environment, social phenomena, and
reality, and it is also considered a primary condition for carrying out human
activities. It is a high-level cognitive process that reflects reality more fully and
precisely compared to sensations, perceptions, and imaginations. Thinking is a
specific function of the human brain. Its neurophysiological basis consists of the
interaction between the first and second signaling systems. During the process
of tafakkur, thoughts, reasoning, ideas, hypotheses, and so on arise, and they are
expressed in the form of concepts, judgments, and conclusions in the person's
consciousness. Thinking is closely related to language and speech. The activity of
thinking is manifested in the form of speech. During the communication process,
not only does the emotional scope of a person's reflection expand, but also the
acquired experience is shared with others. A person distinguishes himself from
other beings by using his thinking, speech, and conscious behavior to determine
the truth or falsity of the things and events he has perceived, imagined, or
understood.
Through thinking, a person generalizes reality and directly (or indirectly)
reflects it, understanding the most important connections, relationships, and
characteristics between things and phenomena. Therefore, a person has the
ability to predict the emergence, development, and consequences of social
events and phenomena based on certain laws, patterns, and rules. Thinking is an
object of study in many fields of science (philosophy, logic, sociology, pedagogy,
physiology, cybernetics, biology). In psychology, thinking is classified into
several types depending on the level of generalization of reality, the
characteristics of problem-solving, the novelty of situations for the individual,
and the level of activity of the person (sensory-motor, visual-figurative,
practical, theoretical, voluntary, involuntary, abstract, creative, etc.). In social
life, the educational process, and production, communication and relationships
between people are also manifested through thinking. In a group, qualities of
thinking such as critical reflection, self-criticism, evaluation, verification, self-
checking, control, self-control, and group reasoning arise. The way a person
perceives other individuals is also closely related to thinking. Creative work,
discoveries, inventions, and suggestions are products of thinking. Psychology
also examines the phylogenetic (related to the development of humanity) and
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
172
ontogenetic (related to the development of a person throughout their life)
aspects of thinking. The complex issues of modern science demand a deeper
study of the logical processes involved in thinking. Ancient Greek philosophers
such as Aristotle, Democritus, Socrates, and Epicurus recognized thinking as the
unity of the mind and perceptions, and were among the first to classify the laws
and forms of thinking. Philosophers of the New Age, such as John Locke, Francis
Bacon, C. Galvani, and David Hume, defined the manifestations of thinking as
sensation, perception, imagination, and reflection.
In classical German philosophy (E. Kant, I. Fichte, F. Schelling, G. Hegel),
thinking is manifested as a symbol of the subject's independence. German
philosophers of the 18th century focused on the fact that thinking appears as a
result of labor activity and social practice, taking on specific forms. It should be
noted that in philosophical research, thinking primarily emerges as a social-
historical process that realizes the cognitive possibilities of the individual. In the
history of Western psychology, the study of thinking is acknowledged through
the associative, behavioral, geshtalt psychology, and cognitive approaches as the
main conceptual frameworks. Representatives of associative psychology (D.
Hartley, J. Priestley, I. Tenn, G. Ebbinghaus, W. Wundt) view thinking as a
process generated by the associative connection between past experiences and
existing sensory experience, rejecting the creative synthesis of knowledge as one
of its functions and not going beyond the subjective world and the world of ideas
as
the
main
and
only
objects
of
cognition.
In the history of psychology, representatives of the Würzburg school (A. Külpe,
A. Mayer, N. Ach, K. Bühler, K. Taylor) attempted to experimentally study
thinking. In contrast to the associative theory, they showed that thinking has
ordered directed characteristics and demonstrated the crucial importance of
thinking in expressing the individual's personality through the process of
reflection. Additionally, representatives of behaviorism, geshtalt psychology, and
psychoanalysis (B. Skinner, A. Bandura, Z. Freud, A. K. Jung) researched various
manifestations of thinking as phenomena within their teachings and
substantiated their viewpoints.
In conclusion, in psychology, thinking is studied based on the degree of
generalization of reality, the characteristics of problem-solving methods, the
novelty of situations for the person, and the level of personal activity.
Accordingly, it is classified into several types, such as sensory-motor, visual-
figurative, practical, theoretical, voluntary, involuntary, abstract, creative
thinking, and others. Thinking is the highest form of mental activity, a process
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
173
through which objective reality is reflected in the human mind. It serves as a
means of understanding the environment, social phenomena, and reality, and is
considered a fundamental condition for carrying out human activity. Compared
to sensation, perception, and imagination, thinking is a higher cognitive process
that reflects reality more fully and accurately. Thinking is a specific function of
the human brain. Its neurophysiological foundation lies in the interaction
between the first and second signaling systems. In the thinking process,
thoughts, judgments, ideas, and hypotheses arise and are expressed in the mind
in the form of concepts, propositions, and conclusions. Thinking is closely
related to language and speech. Cognitive activity is manifested in speech.
During verbal communication, not only is a person’s emotional and reflective
scope expanded, but the acquired experience is also shared with others. A
human being is distinguished from other living creatures by their ability to
think, speak, and act consciously. Through the act of thinking, a person
determines the truth or falsehood of perceived, understood, and imagined
objects and phenomena. By means of thinking, a person generalizes reality and
reflects it indirectly, grasping the essential relationships, interactions, and
properties of things and events. Thus, based on certain laws, patterns, and
principles, a person gains the ability to foresee the emergence, development, and
consequences of social events and phenomena.
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