Lateral Thinking as a strategy to enhance learning and the development of logical-critical thinking in Language and Literature

Abstract

DOI: https://doi.org/10.46296/rc.v7i14edespnov.0299

This study is the result of the doctoral thesis titled "Methodological strategies for the development of logical-critical thinking in third-year bachelor students of language and literature" and analyzes the impact of lateral thinking on the development of students' logical-critical thinking. Lateral thinking, proposed by Edward de Bono, promotes creativity and critical reasoning, encouraging students to solve problems from unconventional perspectives. Using a mixed methodological approach, the study investigates students' perceptions of pedagogical strategies that integrate lateral thinking and their influence on academic performance. The results reveal that lateral thinking favors a more dynamic and reflective learning process, promoting a deeper understanding of texts and improving the ability to approach problems from different perspectives. Techniques such as problem redefining, the use of unusual analogies, and cognitive provocation were found to be effective in stimulating creativity and critical reasoning. Students indicated that these strategies helped them develop autonomous and analytical thinking, improving their cognitive skills. However, challenges in its implementation were identified, such as resistance to abandoning traditional approaches and lack of teacher training. Additionally, current assessment systems, focused on memorization, do not reflect the skills acquired through lateral thinking, highlighting the need for an update in evaluation methods. Lateral thinking is a valuable tool for transforming the teaching of Language and Literature, promoting creative and critical learning, but it requires more consistent implementation and adaptation in evaluation.

Keywords: Lateral thinking, critical thinking, pedagogical strategies.