Этическая направленность критического мышления учителя

Объектом анализа в статье является этическая направленность критического мышления учителя. Оценочность и рефлексивность осмысляются как характеристики критического мышления. Обосновывается, что этические рационализации придают этическую направленность критическому мышлению педагога при решении им ситуаций с нравственным содержанием. Показывается, каким образом в процессе профессионального обучения может происходить формирование категориального аппарата этического мышления будущего учителя, придающего этическую направленность его критическому мышлени

Offspring solicitation during weaning.

<p>The dotted line refers to the sum of solicitation behaviours shown by offspring in two-level cages. The solid line shows the sum of offspring solicitation in standard cages and the dashed line shows the sum of the two, with standard error bars.</p

Interactions with feedback at the individual level: direct and indirect genetic effects.

<p>Dependence of the direct (A) and indirect (B) genetic effect on the strength of the interaction (trait Y acting on trait Z) and group size . Visualization of DGE and IGE of genes <i>x</i> and <i>y</i> acting on Z, as described in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0046273#pone.0046273.e031" target="_blank">equation 2</a>. Interaction, as depicted in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0046273#pone-0046273-g001" target="_blank">Figure 1 B</a>, with the interaction strength of X acting on Y set to .</p

Different classes of interactions.

<p>(A) Example of interactions without feedback. (B) Example of interactions with feedback at the individual level. (C, D) Example of interactions with feedback at the trait level: (C) one trait affecting itself. (D) three traits involved in feedback to themselves via multiple interactions. Boxes represent individuals, blue squares represent phenotypic traits, green squares represent genes. Blue arrows represent matrix , green arrows represent matrix .</p

Interactions with feedback at the trait level - mean and variance.

<p>Dependence of the mean group phenotypic value and its variance on the interaction strength , when one trait affects itself in other individuals (as depicted in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0046273#pone-0046273-g001" target="_blank">Figure 1 C</a>). Mean and variance (A) around , (B) around . Blue - mean phenotype and its variance if IGEs are considered. Green - no IGEs are considered. Simulation of 30 interacting individuals.</p

Solicitation and use of upper level by mothers during weaning with standard error bars.

<p>The solid line shows the sum of solicitation behaviours by offspring in two-level cages and the dashed line shows the use of the upper cage level by their respective mothers.</p

Mean corticosterone metabolite levels during gestation (gd) and lactation (d1-d20) until postpartum d20 for females in standard (solid line) and two-level cages (dotted line), with standard error bars.

<p>Mean corticosterone metabolite levels during gestation (gd) and lactation (d1-d20) until postpartum d20 for females in standard (solid line) and two-level cages (dotted line), with standard error bars.</p

Inter and intragroup phenotypic variance.

<p>Mean phenotypic value and variance of each group are calculated and plotted against mean genotypic value of the group. Errorbars represent intragroup variance. Simulation of a scenario when a given trait in a focal individual affects the same trait in other individuals, as shown in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0046273#pone-0046273-g001" target="_blank">Figure 1 (A)</a>. Simulation of 20 groups of 30 individuals. Blue - interaction strength , green - interaction strength . (B) Simulation of 20 groups of 9 (blue) or 10 (green) individuals; interaction strength .</p

Populating of matrix for given interactions.

<p>Populating of matrix for given interactions.</p

Interactions with feedback at the trait level: direct and indirect genetic effects.

<p>Relative magnitude of direct (A) and indirect (B) genetic effects and their dependence on the strength of the interaction, for different numbers of individuals (two, six and ten individuals). Interaction as depicted in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0046273#pone-0046273-g001" target="_blank">Figure 1 C</a>, where is the strength of the interaction between trait X of the focal individual and the same trait in its social partner.</p