CONTENT AND PROCEDURAL ASPECTS OF THE TECHNOLOGY FOR DEVELOPING CRITICAL THINKING IN MILITARY PERSONNEL IN THE CONTEXT OF ARMED VIOLENCE AND INFORMATIONAL AGGRESSION BY THE RUSSIAN FEDERATION AGAINST UKRAINE

Abstract

The purpose of the article is to characterize the content and procedural aspects of the technology for developing critical thinking in military personnel in the context of armed violence and informational aggression by the Russian Federation against Ukraine. To achieve the goal of the article, a set of methods of theoretical research is used – analysis, synthesis, comparison, generalization of experience. The scientific novelty lies in the fact that, for the first time, the content and procedural aspects of the technology for developing critical thinking in military personnel in the context of armed violence and informational aggression by the Russian Federation against Ukraine are defined and described through the prism of axiological, systemic, technological, learner-centered, informational, and activity-based approaches.The content aspect of the technology is represented by the content of developing critical thinking in military personnel in accordance with the structure of an individual’s critical thinking. This includes: the motivational and value-based component (formation of a value-based attitude toward military service and critical thinking as a means of ensuring security and avoiding enemy manipulation; awareness of the value of information and the ability to work with it while performing assigned tasks, etc.); the cognitive component (formation knowledge about the essence and potential of critical thinking as a security tool; methods of verifying and evaluating the reliability of information and military situations; skills of reasoned refutation of arguments, etc.); the activity-based component (development of skills for applying rational and effective ways of thinking in the execution of assigned tasks; application of various methods to verify and evaluate the credibility of information and military contexts, etc.); the reflective component (formation of abilities for critical self-reflection regarding one’s own thoughts, actions, and capabilities; evaluation of one’s own thinking qualities as well as those of others; generation of original ideas for solving operational tasks, and for developing and adapting strategic plans, etc.).The procedural aspect is revealed through the characterization of technologies such as: learner-centered, self-development, heuristic, developmental, problem-based, project-based, training, dialogical, information and communication, research-based, assessment, and applied. It also encompasses the forms, methods, techniques, tools, and methodological instruments used for developing critical thinking in military personnel within each content-related dimension.