Year:2024   Volume: 6   Issue: 2   Area:

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  3. ID: 1017

Youssef ABBOU, Najat BELARBI

BRAIN, MIND AND PHILOSOPHICAL THINKING

This article aims to shed light on the decisive and influential role of the learner’s mental ‎functioning in the process of learning and acquiring the tools of philosophical thinking, which ‎are mainly represented in problematization, conceptialization, and argumention. Philosophical ‎thinking, as a rational and conscious thinking, requires the learner to acquire and employ a set ‎of skills such as: questioning, criticism and argumentation, analysis and synthesis, abstraction ‎and generalization. However, the acquisition and employment of these various skills inevitably ‎depends on his ability to process information; Attention, selection, storage, retrieval, and use. ‎Accordingly, it has become necessary for the philosophy teacher to understand the nature of ‎the learner’s cognitive functioning and mental activity, which the cognitive and emotional ‎dimensions are mixed in a dynamic unit that cannot be separated or divided. Despite the ‎importance of memory systems in the process of processing information, severe emotional ‎pressures, such as anxiety and stress, can paralyze the ability of the memory system and hinder ‎its performance of its functions, which negatively affects the process of learning and acquiring ‎the tools of philosophical thinking and its basic competencies

Keywords: Philosophical Thinking; Cognitive Functioning; Informations Processing; Emotions

http://dx.doi.org/10.47832/2717-8293.28.23


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