Critical thinking and reading comprehension in Edgar Morín’s book

Authors

DOI:

https://doi.org/10.30545/academo.2024.ene-abr.4

Keywords:

Reading comprehension, critical thinking, dialogic dimension, higher education, substantive dimension

Abstract

The purpose of this research was to determine the
correlation between reading comprehension and critical thinking of university students through the text The seven necessary knowledge of the education of the future, by Edgar Morin. The students correspond to the subject of Oral
and Written Communication from a private university in Lima-Peru. Regarding the sample used, it was nonprobabilistic, made up of 125 participants. Likewise, the research is basic, quantitative, of a non-experimentaltransectional
design; and, by level, it is descriptivecorrelational.
The data was collected through a Critical
Thinking questionnaire (CPC2), Likert type, which includes two dimensions: substantive and dialogic. The results reflect that 76.8% of students reached an acceptable level of reading comprehension and 57.6% achieved an optimal
level of critical thinking. In the same way, a greater influence of reading comprehension was found in the substantive dimension of critical thinking, the ability to think expressed
through information, as opposed to the dialogic dimension, the ability to examine one's own thinking in relation to others, although with minimal difference. From all this, it is
concluded that the reading comprehension of The seven necessary knowledge for the education of the future is significantly related to the critical thinking of the students, both academic and social.

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Author Biographies

Margoth Luliana Berrío-Quispe, Universidad Ricardo Palma. Lima, Perú.

Doctora en Educación (Universidad Nacional Federico Villarreal); Maestría en Administración (Universidad Inca Garcilaso de la Vega); Postdoctorado en Educación (Universidad Nacional de Educación Enrique Guzmán y Valle), Especialidad en Didáctica Universitaria; licenciada en Educación, Lengua-Literatura, (UNFV). Diplomados de Investigación y Neurolingüística. Fue profesora de pregrado y posgrado en la Universidad San Juan Bautista, Universidad Peruana Los Andes y Universidad San Luis Gonzaga. Actualmente, docente en la Universidad Ricardo Palma.

Dina Emerita Chávez-Bellido, Universidad Ricardo Palma. Lima, Perú.

Magíster en Ciencias de la Educación, Mención Lengua (Universidad Nacional de Educación Enrique Guzmán y Valle); Diplomada en Programación Neurolingüística (Universidad Ricardo Palma); profesora en Educación de Castellano y Literatura por la Universidad Nacional Mayor de San Marcos. Fue docente de la Universidad Nacional de Educación Enrique Guzmán y Valle, Universidad Autónoma del Perú, Academia Preuniversitaria-URP. Y, en la actualidad, en la Universidad Ricardo Palma.

Luis Miguel Cangalaya-Sevillano, Universidad Peruana Cayetano Heredia. Lima, Perú.

Doctor en Educación e investigador calificado. Docente adjunto a la Unidad de Unidad de Investigación, Ciencia y Tecnología de la Facultad de Educación (UPCH). Miembro del Grupo de Investigación para la Educación en Negocios (PUCP). También ha publicado libros de investigación. Actualmente, además de su labor docente y periodística, es consultor en temas de educación, investigación y redacción académica y científica. Asimismo, es catedrático en pre y posgrado en diferentes universidades peruanas.

Dennis Arias-Chávez, Universidad Continental. Arequipa, Perú.

Doctor en Educación, magíster en Filología Hispánica, magíster en Educación Superior y licenciado en Literatura y Lingüística. Profesional especialista en asesoría de tesis, investigación aplicada a las ciencias sociales, gestión del conocimiento científico y normativas académicas para la producción científica. Coordinador de Investigación de la Universidad Continental (Arequipa) y profesor de programas de maestría y doctorado de diversas universidades nacionales.

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Published

2024-01-26

How to Cite

Berrío-Quispe, M. L., Chávez-Bellido, D. E., Cangalaya-Sevillano, L. M., & Arias-Chávez, D. (2024). Critical thinking and reading comprehension in Edgar Morín’s book. ACADEMO Revista De Investigación En Ciencias Sociales Y Humanidades, 11(1), 29–37. https://doi.org/10.30545/academo.2024.ene-abr.4

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Original Articles