THE ROLE OF INTELLECTUAL ACTIVITY STAGES IN DEVELOPING SYSTEMIC THINKING
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This article examines the crucial role of intellectual activity stages in the development of systemic thinking within the context of modern pedagogy and teacher education. Systemic thinking is recognized as a higher-order cognitive competency that enables learners to perceive complex structures, identify relationships among elements, analyze dynamic processes, and develop integrative solutions. The research highlights that the formation of systemic thinking is closely linked to the gradual progression of intellectual activity stages, including perception, comprehension, analysis, synthesis, evaluation, and reflection. Drawing from cognitive psychology, constructivist theory, and contemporary pedagogical approaches, the study presents a theoretical and practical framework for strengthening systemic thinking through targeted cognitive activities and structured learning experiences. The findings indicate that fostering intellectual activity sequentially enhances learners’ capacity for holistic reasoning, critical judgment, and informed decision-making. This article provides valuable recommendations for improving teacher education programs through the systematic integration of intellectual development strategies.
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