LOGICAL COMPREHENSION OF CONCEPT AND CORRESPONDING TERM

NATALIA TCHKHONIA

Doctor of Education, Associated Professor

Batumi Navigation Teaching University, Georgia, Batumi

Email: n.tchkonia@bntu.du.ge

https://orcid.org/0000-0002-8117-4146

ZURAB VAKHANIA

Vice - Chairman of Georgian Psychological Society.

Doctor of Education, professor of psychology of the St. Andrew the first called Georgian University, Georgia, Tbilisi

ელ-ფოსტა: uznadze.ps.inst@gmail.com

https://orcid.org/0000-0003-3673-3014

Abstract

Expressed issue in the article “Logical comprehension of concept and corresponding term” is often detected in high schools and universities. Teaching in higher educational institutions is very complicated difficult due to small vocabulary of students, lack of knowledge of common international terms. Besides, this situation worsens because of perfunctory reading and perfunctory listening, lack of concepts the concept comprehension skills. Generally, poor language skills are typical for contemporary youth all over the world. Its main reason includes screen mania, screen addiction. As we know English language itself includes most international terms of  Greco-Latin origin, that is why, knowledge of English could at least partially help in improvement of vocabulary. That is why, 80-90% of students of the most faculties do not know or vaguely know even the terms which occur in many various fields.

We have to do the special works aiming to develop the skills of comprehension and memorization of words in students, although all these should be provided in school.

Activities promoting comprehension of concept proper itself/as such i.e. meaning Comprehension is impeded with poorly developed formal-operative i.e. logical-conceptual thinking, i.e. infantilism of thinking. For most of students (people in general) just pre-logical-conceptual thinking level - syncretic, concrete operational, i.e. figurative-associative thinking is leading (what is really natural for age of 6-10). That is why, at the everyday life consciousness level of every day consciousness even clear scientific concepts seem become fuzzy. Besides, we have the other results of screen mania: giving priority to perception over thinking, concrete and picturesque thinking and poor conceptual-abstract thinking.

It is necessary to develop students’ critical logical-conceptual thinking as far as possible. The more so, that it is needed also to be adequate citizens of democratic society. And vice versa, concrete and figurative-associative thinking makes the best basis for formation of easily controllable, consumer society.

In order to develop critical logical-conceptual thinking, logical tasks should be included in the curriculum of a specific field, integrated with the issues of the field. Such tasks will also contribute to promote deeper studying  of the field.

Such interactive exercises may be provided on the various levels regarding the students’ readiness, knowledge and intellectual skills. Scientific research or creative seminars belong to the highest level. If the students’ readiness is low, the learning process should be provided similar to the sixth-seventh years of school – aiming development of literacy skills.