| Abstract [eng] |
Logic, as one of the essential elements of critical thinking, is a valuable tool for analyzing moral phenomena, but logic is not taught as a separate discipline in schools, and there are no separate curricula for older students in the field of logic or moral logic, nor is there any research in this area. The review of philosophical and educational theories of moral education in this dissertation helped to highlight the theoretical and methodological assumptions of moral education based on logical thinking and to clarify the significance of logical thinking in analyzing and interpreting moral phenomena. The aim of the empirical research in the dissertation is to supplement M. Lipman's theory supplemented by rules of logic, to develop a model for teaching logical thinking in 9th and 10th grade ethics classes (based on this model, a methodological tool and verification tests) designed to analyze and solve moral problems and to empirically substantiate the effectiveness of teaching based on this model. A diagnostic study conducted in 2006–2008 (n=247) revealed that students' logical thinking skills in the field of morality are insufficient. The results of a repeat diagnostic study (n = 132) in 2024 revealed that logical thinking skills in the field of morality had not changed significantly over 15 years. An educational experiment conducted in 2009 (n=200) showed that the use of a methodological tool based on an educational model significantly improved the level of logical thinking in the field of morality. Based on the studies conducted, it can be concluded that students with logical thinking skills are better able to analyze moral problems and that by using a specially designed educational model, they acquire more logical thinking skills. |
