Philosophical reflection and critical thinking as means of forming political maturity in higher education students

Горбань, Олександр Володимирович and Вінтонів-Бахарєва, Світлана Зіновіївна and Панасюк, Леонід Валерійович (2025) Philosophical reflection and critical thinking as means of forming political maturity in higher education students Вісник Львівського університету: серія філос.-політолог. студії (62). pp. 82-90. ISSN 2663-5615

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Abstract

The article examines the interdependence of philosophical reflection and critical thinking in fostering political maturity among higher education students. In the context of the transformation of democratic societies and the growing threats of cognitive manipulation by media and political actors, the problem of developing the ability for independent political thought has gained particular relevance. The conducted literature review reveals an insufficient conceptualization of the phenomenon of political maturity in educational discourse, which necessitates a philosophical understanding of the mechanisms of its formation. The aim of the study is to clarify how critical thinking functions as a tool for overcoming infantilized political consciousness and what educational conditions contribute to the development of political subjectivity. It is shown that the formation of political maturity is a result of overcoming cognitive passivity through engaging students in reflective-dialogical educational practices. The potential of transdisciplinary modules and project activities as effective pedagogical strategies is analyzed. Emphasis is placed on the significance of democratizing the educational environment, contextualizing knowledge, and legitimizing errors as a resource for development. The study’s result is a theoretical generalization of key conditions, institutional and substantive factors, as well as cognitive-communicative mechanisms for forming a critically thinking, politically mature personality in the higher education system. A philosophical understanding of the educational process as a space for the formation of political subjectivity through reflection, dialogue, and the experience of autonomous thinking has been carried out. It is substantiated that political maturity is formed not only through the acquisition of knowledge but primarily through involvement in practices of meaning-making, discussion, and responsibility for decisions made. Prospects for further research include the creation of valid indicators of political maturity, capable of visualizing the level of formation of independent political thinking in students. A necessary stage of further scientific inquiry is identified as the empirical study of the effectiveness of individual pedagogical approaches (in particular, transdisciplinary modeling, reflective-project methods, inter-positional dialogue). The need for a deeper analysis of the transformation of the pedagogical role of the lecturer is also outlined: from a bearer of ready-made knowledge to a facilitator of critical consciousness, from a transmitter of information – to a metaphysical mediator between the logic of theory and the ethics of action

Item Type:	Article
Uncontrolled Keywords:	critical thinking; political consciousness; higher education; reflective culture; transdisciplinary approach; educational environment; pedagogical interaction
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет суспільно-гуманітарних наук > Кафедра філософії та релігієзнавства
Depositing User:	професор Олександр Володимирович Горбань
Date Deposited:	29 Jan 2026 09:39
Last Modified:	29 Jan 2026 09:39
URI:	https://elibrary.kubg.edu.ua/id/eprint/56211

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