THE INTEGRATION OF CRITICAL AND MORAL THINKING: THE ATTITUDES OF THE TEACHER STUDENTS TO THE DEVELOPMENT OF THEIR CRITICAL AND MORAL THINKING

In this study we present partial results of extensive research focused on the development of moral and critical thinking. The aim of the study was to find out whether there is a difference in students' perception of innovative and traditional teaching. Three balanced groups of teacher students of the University of Presov in Presov took part in the experiment (control group - n = 21; experimental group 1 - n = 21; experimental group 2 - n = 20). The basic method of evaluation of seminar lessons was a two-factor semantic differential with 15 scales, 6 of which measured the evaluation factor and 9 the energy factor. The results showed a significant difference between the control group and the experimental groups. The groups purposefully focusing on development of moral and critical thinking evaluated the teaching process (in the evaluation factor) as better, more pleasant, stronger, with a relaxed atmosphere, more interesting and nicer; in the energy factor as more demanding, stricter, heavier, much more active, less problematic, more valuable, a little louder and shorter. In order to achieve healthy development of an individual with moral autonomy, we consider it necessary to support the integrity of moral and critical thinking.