Examining the Relationship Between Moral Reasoning and Critical Thinking in Teacher Study Programmes in Slovakia

Abstract

Introduction: Since both components critical thinking and moral reasoning are considered to be major phenomena, the development of which is a priority of all world education policies, they are paid a lot of attention in foreign countries. However, foreign studies have only made a little mention of examining their relationship and integrity as well as until recently, each dimension has been examined separately in Slovakia and there is no piece of evidence showing the relationship between them. Based on this, we have formulated the following scientific problem: Is there a relationship between critical thinking and moral reasoning? Methods and respondents: The basic measurement tool of our research was the Watson-Glaser Critical Thinking Appraisal used to determine the level of critical thinking. The level of moral reasoning was investigated by Lind´s Moral Competence Test. The examined sample consisted of the available selection of the 2nd and 3rd year teacher study programme students for lower and upper secondary education at the University of Prešov in Prešov (N = 241) and the testing itself was realized in the academic year 2020/2021. Results: Our research shows that the average value of the gross score in critical thinking of the teacher students is M = 43.26 (SD = 5.09) and the achieved average numeric value of moral judgment expressed by the C-score is M = 21.15 (SD = 12.88). Based on the Pearson Correlation results, we were discussing whether the calculated value of the correlation coefficient indicates the relationship between critical thinking and moral reasoning and whether there is a relationship between moral reasoning and individual cognitive components of critical thinking and the results of the research show interesting findings about the relationship between critical and moral reasoning of teacher students. Conclusion: The conclusions of the research lead us to redesign the undergraduate training of future teachers in the context of the World Economic Forum challenges and the support for minds of the future according to H. Gardner - critical, creative, disciplined, ethical and tolerant - as a critical and moral integrity.

Features of Meaningful Life Orientations of Socionomic Specialties Students in the Conditions of War

“…To explain the obtained results, it is advisable to reveal the relationship between indicators of meaning-life orientations and other personal features. У результаті огляду психологічних джерел ми виявили, що європейські вчені зазвичай аналізують феномени смисло-життєвого самовизначення студентів закладів вищої освіти під час вивчення цінностей (S. Čepelová, S. Barnová [4]), песимістичних/оптимістичних життєвих орієнтацій (P. Sasvari [5]), моральних переконань (J. Knapík [6]) тощо. Українські науковці вивчають смисло-життєві орієнтації студентів як самостійний предмет дослідження.…”

Integrita Morálneho a Kritického Myslenia v Pregraduálnej Príprave v Odbore Učiteľstvo

“…Súčasťou intelektuálnej cnosti zameranej na rozumnosť je aj schopnosť hodnotiť argumenty a rozpoznávať tie relevantné od irelevantných. To, aké je dôležité vedieť racionálne, nezávisle, nezaujato a na základe čo najväčšieho množstva relevantných informácií realizovať vlastné rozhodnutia, zdôrazňujú Huitt (1988), Čavojová a Jurkovič (2017), Knapík (2020aKnapík ( , 2020b…”