Training the logical thinking competency for pedagogical students via teaching Marxist – Leninist philosophy

37 HNUE JOURNAL OF SCIENCE Educational Sciences, 2020, Volume 64, Issue 4B, pp. 37-44 This paper is available online at TRAINING THE LOGICAL THINKING COMPETENCY FOR PEDAGOGICAL STUDENTS VIA TEACHING MARXIST – LENINIST PHILOSOPHY Luu Thi Thu Ha and Doan Thi Thoa The Faculty of Politic Theory and Civic Education, Hanoi National University of Education Abstract. Logical thinking is essential competency for pedagogical students for learning, teaching as well as researching science. It helps learners to recognize the keys of problems in order to present as well as solve these problems in a scientific, reasonable and effective way. Not only that, this competency is one of the components of pedagogical competence, which helps pedagogical students having an effective teaching method in the future. This article focus on analyzing the role of Marxist – Leninist philosophy in fostering the capacity of logical thinking for pedagogical students, on that basis, offering some solutions to improve the logical thinking competency for learners via teaching Marxist – Leninist philosophy. Keywords: thinking, logical thinking, logical thinking competency, pedagogical students, philosophy. 1. Introduction The ability of an individual to think in a disciplined manner or base his thoughts on facts and evidence is known as his logical thinking competency. It means incorporating logic into one’s thinking process whenever analyzing a problem in order to come up with a solution. Therefore, improving logical thinking competency for pedagogical students plays an important role to promote the effectiveness of studying and researching. It not only helps students to have effective methods of learning but also essential for their teaching work after graduation. Marxist – Leninist philosophy is one of the general subjects taught in colleges and universities including pedagogical universities. It is science that contributes to providing the worldview, human outlook and methodology for students. This subject includes the most common law of nature, society, and thinking, which has a lot of potentiality in forming and developing the capacity of scientific and logical thinking for students. There are some works approaching research on this issue, such as: Author Hoang Thuc Lan had a study “Formal logic and the teaching of logic in Universities of Education in Vietnam today” [1] published in Journal of Science, Hanoi National University of Education analyzed the role of formal logic with the development of logical thinking for Vietnamese pedagogical students and proposed some basic solutions to improve the quality and effectiveness of current formative logic teaching for them. In the article “Logical thinking – an integral part of scientific thinking” [2] of the author Vu Van Vien in the Philosophy Journal clarifies the great of logical thinking in scientific thinking, as well as confirm the important significance of Logic. Received April 21, 2020. Revised April 28, 2020. Accepted May 17, 2020. Contact Luu Thi Thu Ha, e-mail address: hahuongthao90@gmail.com Luu Thi Thu Ha and Doan Thi Thoa 38 Author Nguyen Thi Hang Nga with her doctoral thesis “Developing the logical thinking competency for students by Math exercise in teaching genetics of biology at grade 12 at high school” [3] analysed the rationable theory of logical thinking capacity and using math exercises in teaching biology genetics for grade 12 to develop this competency for learners. Thus, it can be seen that some authors have approached this topic with different views, including focusing on explaining the theoretical basic of logical thinking competency and its role with learners. In addition, these studies also offer some solutions to form logical thinking for students. However, the role of Marxist – Leninist philosophy for university students has hardly been mentioned. 2. Content 2.1. Logical thinking competency Thinking is a high – level stage of the cognitive process which is called physical cognitive that goes into the nature and discovers the regularity by forms such as symbols, concepts, theories and reasoning. In essence, thinking is an indirect, abstract and generalized reflection of the essential characteristics of phenomena in the world. The basic characteristics of logical thinking include rigor, objectivity, systematics and accuracy [4]. The tightness manifests itself in the connection, sticking together, inseparable between elements and components in the content of thinking. Systematic characteristic means that arguments sorted in a certain order. The sequence creates unity and consistency, irreversible. The objectivity requires the thinking process follow logical rules. These are unified rule, trivial principle, non-contradictory rules with clear and adequate basis. It is brevity, no frills, no vicious processes in reasoning. The accuracy requires that the thinking process reflect the essential characteristics of objects into the basic signs of the concept. The accuracy of logical thinking requires clarity, rationality reasonable in order to reach the truth which makes people understand the right content. The logical thinking competency is the ability to grasp and apply knowledge into human life. It is the ability to reflect by association, discover and process information in specific cases or situations. The logical thinking competency does not simply not only depend on the brain’s physiological and psychological abilities but also show on two areas of cognition and the application of knowledge into practice. That means the subject can generalize knowledge and at the same time concretize it into specific goals, directions and solutions to handle practical situations. The methods and forms of thinking constitute the principle in cognitive activities and provide the tools and methods to perform the capacity of logical thinking. On the one hand, it helps subjective case use of the entire mind to realize the nature and mode of existence of things. On the other hand, it concretizes that perception to direct practical human action [5]. According to psychologist K.K Platonop, steps of the logical thinking [6] process are expressed in the following Figure 1. In this study, we argue that: Logical thinking competency is the ability of the subject to identify interrelated factors, to form and connect ideas, in order to find appropriate solutions and actions in the context. We also define the structure of logical thinking competency including 5 components: Identifying the object being studied/ investigated; Asking question related to the object; Forming, Training the logical thinking competency for pedagogical students via teaching Marxist – Leninist 39 connecting ideas; Finding solutions and actions; Analyzing, evaluating, and learning from experience. - Identifying the object being studied/ investigated is the ability of the subject to have preliminary awareness and make preliminary judgment or valuable assumption about the object. In teaching, teachers should require students to have logical argument such as: approach to identify the form or name of the object and define the role/ task of object research. - Asking information related to the object is the ability of the subject to ask requires, questions, answers related to the object. In teaching, teachers can help students to have questions related the object according to specific logic order: from name of the object and the role/ task of object research, the subject can ask questions about features, characteristics of the object and give the related answers and identify how to learn the object (using which documents, media, tools, measures, etc.) - Forming, connecting ideas is the ability of the subject to search/ mobilize knowledge related to research subject and propose solutions/ object research methods. In order to form and connect effectively ideas for learners, teachers can follow this logic order: from the typical features of the object, the learner can able to identify things related to the object being studies/ investigated from imaging specific steps to learning the object and providing solutions. - Finding solutions and actions is the ability of the subject from proposed ideas to choose one solution as the best and select appropriate methods to implement this solution effectively. Teachers can help students make plan to implement the solution and implement the selected solutions determine the results. Problem New thinking Figure 1: Stages of Logical Thinking Problem awareness Apperance of associations Association selection and hypotheses formation Hypotheses testing Assert Correct Reject Luu Thi Thu Ha and Doan Thi Thoa 40 - Analyzing, evaluating and learning from experience is the ability of learners to process the results obtained, to draw the regularity and make valuable conclusions. Learners can present relationship between results (using tables, diagrams, charts, graphics, etc.) analyze the causal relationship to draw the regularity and make valuable conclusions. Then, they think and draw experience for themselves. 2.2. The necessity of developing logical thinking competency for pedagogical students In general, the role of logical thinking competency in student’s learning activities express in understanding, analysing and explaining specific subject of specialized training major. The reality shows that, to learn and research specific issues of subjects training, it is necessary for learners to stand firm on the materialism viewpoint. Besides, learners also need grasp and apply flexibly, creatively the scientific thinking method. The ability of logical thinking ensures pedagogical students to study and master the pedagogical expertise In order to carry out their teaching, teachers first need to master the knowledge of certain specialized fields such as literature, math, physics, chemistry, history, etc. Mastering this knowledge not only requires hard work, perseverance but also requires learners to have appropriate and effective cognitive methods. The logical thinking competence which helps students to think in a systematic, coherent and orderly manner plays a fundamental role in creating cognitive methods. This also helps students shorten time for studying, and at the same time be aware of the issues more deeply and fully. In addition to deep specialized knowledge, teachers need to have pedagogical skills, the ability to transform specialized and abstract knowledge into general knowledge suitable for learners at all levels. It requires students to have logical thinking ability because the implementation of knowledge dissemination is not good will lead to two trends of communication. Either the knowledge taught for students is too difficult to understand or the amount of knowledge becomes sketchy and sporadic. The ability of logical thinking helps pedagogical students to understand deeply and implement basic education principles well. One of the basic principles of education is “Learning must be associated with practicing; school education combined with family education and social education”. This means that every theoretical problem is merely valuable to learners when it arises from the needs of reality. In other words, it is used for solving problems arising in practice. The ability of logical thinking helps pedagogical students get the right orientation in understanding, researching, as well as presenting theories and principles. When studying doctrines and principles, they must be associated with certain specific conditions and circumstances. Then, they need apply the doctrines, principles, formulas creatively and be avoid dogmatism, experience. When studying an object, evaluating a thought or applying a theory that learners needs identify the relationship with specific conditions and circumstances. The logical thinking ability is the basis for pedagogical students to detect, analyse and solve situations arising in the teaching process. The contradictions arising in the teaching process are the cognitive conflicts. It is the conflict between the students' known knowledge and the need to solve practical situations. It is possible that a student's known knowledge is not enough to solve a situation that arises. Besides, students may have enough knowledge but they can’t connect that knowledge to explain, prove or propose a solution for problem. Training the logical thinking competency for pedagogical students via teaching Marxist – Leninist 41 Armed with the logical thinking ability, pedagogical students can detect and analyse situations and contradictions in the teaching process in a timely, accurate and effective way. They need to be aware that they must guide their pupils to solve these difficult problems. The solution of contradictory situations requires appropriate methods, bringing out gradual suggestions for problems. Moreover, it is necessary that teachers encourage positiveness and attract all students to participate. Logical thinking competency is an essential condition for a teacher to perform the task of training and developing logical thinking for students. One of the common competencies that students need to develop is self-reliance and self- study. The logical thinking competency is one of the important components to contribute to the formation of self-study competency. Students with logical thinking ability can detect, identify and connect ideas to solve learning problems quickly. Since then they had the interest, passion in learning subjects. However, one of the factors that can influence the formation of logical thinking competency for students derives from the teacher's method. This is a unique specific point in pedagogical labor. Through the way of teaching and communicating, teachers not only provide students with knowledge but also provide students with thinking method of learning issues. It is an important thesis that helps explain the students' interest in studying some subjects because the teacher's communication method is easy to understand, coherent and interesting for students. Additionally, some teachers who have one-way communicating method, which make students become passive, sluggish and bored with learning. This also means that the higher the teacher's logical thinking competency, the more likely it will achieve good results in training and developing logical thinking. Furthermore, the reality also shows that high schools today are mainly equipped with the basic sciences but pay little attention to train thinking ability for students. Therefore, when studying at universities or colleges, students in general are weak in thinking ability, especially the logical thinking ability. A lot of students do not know how to relate knowledge in each part, as well as the entire subject, do not know how to move knowledge from one part to the other. Many students have difficulty in explaining, demonstrating or solving problems. Some students do not know how to find many various solutions for exercises or situations. The application of principles and formulas becomes mechanical, not based on each exercise, each topic. They don’t care specific characteristics and requirements to explain, prove, interpret, etc. In other words, students have not identified the dependent relationship and the movement of things, phenomena. 2.3. The role of Marxist – Leninist Philosophy in forming logical thinking competency for pedagogical students Marxist – Leninist philosophy as a general subject, as well as a science of the worldview and methodology will have special potentiality in developing the logical thinking competency for students in learning process at universities. In fact, on every stage of our development, people seek a certain logical and spontaneous philosophy. When a person believes in certain philosophy theory which is his worldview, he also has certain methodology. For example, idealists will have a way of explaining the movement and development of objects and phenomena different from those of materialistic philosophy. Metaphysical thinkers will have different ways of studying the problem than those who follow dialectical thinking. Mastering the Marxist - Leninist philosophy helps each person have the most accurate knowledge of the world from which can form and develop the necessary scientific thinking method for themselves to research specific professional fields. Especially nowadays, the era of Luu Thi Thu Ha and Doan Thi Thoa 42 science and technology, Marxist - Leninist philosophy which is a unity between materialist worldview and dialectical methodology plays a very important role in providing a method of thinking for each person, including students. Because the searching for learning materials and discovering knowledge treasures is no longer a difficult problem, but more importantly the way of exploiting, receiving and using those sources of knowledge Teaching philosophy in universities must equip learners with the correct view of the world and the scientific thinking method so that each person has the problems analyzing skill in real life. Solving all these problems is hard to do. However, the school's training process needs to make the basis for contacting with practice, which helps learners have the best preparation for their occupation and life. Marxist – Leninist philosophy provides students with a way to identify problems. In other words, it helps students initially have the ability to detect problems which is the first important step in forming logical thinking competency. The methodology drawn from the study of the fundamental problem of philosophy "the relationship between matter and consciousness" is to respect objectivity combined with promoting subjective dynamism. Therefore, the perception of phenomena must be true and avoid exaggerating the object in a positive or negative direction. Awareness and improvement must be originated from the things themselves which include their inherent attributes, relationships. This shows that in the process of solving academic tasks or recognizing life problems, students must derive from real data in the topic or real life events. It is impossible to infer things by experience or every individual’s subjective will. For example, in the field of biology, in order to find an effective way to prevent termites, one must learn about the biological properties of termites (including origin, nest structure, uptime and condition for development). Or in literature, in order to analyze and make a view point about a work or a character, we must derive from the analysis of the content itself, the structure, the expression of the work; characteristics of the character, personality of the character but cannot infer the perception of others to shine into. In the political economy, when choosing an economic model for a country, we always have to derive from the level of the productive force. We cannot derive from recognizing the superiority of another economic model and applies it mechanically. It helps us explain why Vietnam chose a multi-component economic structure after 1986 to replace the previous concentrated economic model. Marxist – Leninist philosophy provides students with methods which are helpful for studying, analyzing and evaluating problems. After identifying the problem, it is important to ask questions, form, connect and evaluate ideas. In material dialectic, “the common relationship” principle shows that when studying, considering a specific object,