Kritinis mąstymas ir retorinės iškalbos ugdymas

Abstract

The author concludes that metaphors do not negate or oppose critical thinking, but extend its power of knowledge. On the other hand, a metaphor is not able to substitute critical thinking. So, these two epistemic powers should be formed and educated as parallel and autonomous capacities. In the case when the metaphorical vision and critical thinking are educated as separate capacities, the result is not sutisfactory. A metaphorical rhetorical accent in education without critical thinking forms a too chaotic, lyrical, undisciplined thinking, stressing the subjective self-expression based on the presupposition that rhetroical expression is more important than truth. On the other hand, stressing only critical thinking in education results in a too formal reasoning neglecting reality and the meaning of contingency. the author’s theoretical conclusion that these two epistemic powers of personality could be educated in harmony is also practically implemented in her philosophy texbooks for schools, uniting philosophical thought, literature, and visual art.