Нови термини в стандартите и учебните програми по тема "Език и критическо мислене". Основания за въвеждане и промяна
New Terms in the Standards and Curriculum "Language and Critical Thinking". Reasons for Introduction and Modification

Summary/Abstract: The purpose of this article is a comparative analysis of the main concepts and topics in the curriculum of Philosophy (Logic) for secondary schools. In the old curriculum the foundation puts a psychological understanding of logic as an art of thinking. On this basis, the central categories are introduced – concept, judgment and reasoning. In the new curriculum the main term is critical thinking, which is defined as a rational, verbal and social activity that aims to support or refute a particular standpoint by putting forward a constellation of statements, which are consistent and coherent, to a rationally oriented audience. This is also the reason for changing the central concepts to linguistic ones. Logic is defined as the science of analyzing and evaluating arguments, which in turn are made up of statements, and they are made up of terms. In particular, the curriculum also implements the following more specific topics: - First, the shortcomings that the words have in natural languages, namely ambiguity, vagueness, etc, which may lead to misunderstandings; - Second, the definitions, seen pragmatically as tools for refining and clarification of terms. - Language is regarded propaedeutically in relation to the subsequent corpus of formal logic. - Deductive and inductive arguments, the proposed distinction between which is based on the concepts of necessity and probability of the inference. - Finally, the application of the technical concepts: for example, validity refers only to deductive arguments; to inductive ones the term strong is applied; and when the premises are true and the argument form is correct, the argument is sound.

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