Critical thinking and reading comprehension in Edgar Morín’s book
DOI:
https://doi.org/10.30545/academo.2024.ene-abr.4Keywords:
Reading comprehension, critical thinking, dialogic dimension, higher education, substantive dimensionAbstract
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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