"Double bind" in educational process as a factor of activization of students' clip way of thinking

Abstract

The article empirically substantiates the connection between “double bind”, created in educational situation, with manifestation of negative aspects of the clip way of thinking among students. On the basis of scaling techniques and factor analysis the contradictory subconscious programmings of students in connection with “double bind” situation, caused by inconsistency of the requirements imposed to them, are characterized. Among such programmings is an attempt to simultaneously adapt to the declared requirements and actual expectations of teachers; supporting the teacher's position and demonstrating a different position; ignoring time-consuming work when understanding its necessity; the desire to fulfill the requirements of teachers while trying to minimize efforts in educational work. Some features of manifestation of students' clip way of thinking are highlighted: superficiality of information processing, are flexivity, simplification, linguistic minimalism, high speed of work with information at the expense of quality, stereotyped judgments and conclusions. A correlation between the intensity of “double bind” among students and the degree of manifestation of indicators of clip way of thinking is determined. The need to avoid inconsistency in pedagogical requirements to students, the importance of monitoring students' compliance with the requirements to exclude possibility of conflicting programmings that create “double bind” is emphasized.