PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF CRITICAL THINKING IN THE SYSTEM OF TRAINING RESERVISTS

Abstract

The article substantiates the psychological and pedagogical conditions for the development of critical thinking in the system of training reservists as an important factor in increasing their professional readiness to perform assigned tasks in the conditions of modern security challenges. The relevance of the study is due to the growing role of the reserve component of the security and defense sector, the need to promptly make informed decisions in complex, uncertain and stressful situations, as well as the need to form in reservists the ability to independently analyze information, assess risks and predict the consequences of actions.

The purpose of the article is the theoretical justification and systematization of psychological and pedagogical conditions that ensure the effective development of critical thinking in the process of training reservists. The article uses methods of analysis and generalization of scientific sources, systematization of approaches to determining the essence of critical thinking, as well as modeling the educational process taking into account the specifics of military training.

The content of the concept of "critical thinking of a reservist" as an integrative quality of a person, combining cognitive (analysis, synthesis, evaluation of information), reflective (awareness of one's own judgments and prejudices), motivational-value (responsibility for decisions made) and behavioral (readiness to act on the basis of well-founded conclusions) components, is specified. It is determined that the development of critical thinking requires the creation of a complex of psychological and pedagogical conditions, in particular: the formation of a safe educational environment that stimulates an open exchange of ideas; the use of problem-oriented and situational teaching methods (case studies, tactical tasks, modeling combat situations); the integration of reflective practices into the educational process; ensuring an interdisciplinary approach to the analysis of professional situations; the development of stress resistance and emotional self-regulation as a psychological basis for rational thinking.

It has been proven that a combination of cognitive training, group discussions, debriefings after completing training tasks, and digital simulations contributes to the formation of the ability of reservists to critically assess information influences, counteract manipulation, and make informed decisions in the conditions of information and hybrid warfare. The importance of training instructors to implement technologies for the development of critical thinking is emphasized.