Magdalena Prentka Rozumowanie postformalne u studentów w wieku 19-24 lat

Abstrakt

Inadequacy of the Piaget's model of cognitive development towards the reasoning of the adults is revealed in many contemporary conceptions of the develop­ment of thinking. Most of them concentrate on the chosen aspects of thinking. The aim of the theoretical assumptions and empirical research was the synthetic characterisa­tion of reasoning in the period of early adulthood, with students at the age of 19-24 as participants in the research. A few models of the evolution of cognitive structures constitute the theoretical basis of the empirical part. The most important among them are: the metasystematic reasoning conception of Commons et al. (1982) and the rela­tivists and dialectical conception of Basseches (1984). On the material, obtained as a result of applying the Polish version of the questionnaire of Commons et al., there has been undertaken a successful attempt to recognize the post-formal structures in the form of systematic, metasystematic, relativistic and dialectical thinking. In the period of early adulthood there appears a qualitatively new stadium of the reason­ing development. Simultaneously one can say that the development of reasoning is multidimensional: different patterns of thinking coexist in the intellectual processes of adult people.