Anthropos 56 (2): 273–291 | issn0587-5161 | e-issn 2630-4082
Teaching How to Think:
The Philosophical Foundations
of the School Subject
‘The World and I’
Bruno Ćurko
University of Split, Croatia
bcurko@ffst.hr
© 2024 Bruno Ćurko
Abstract. The article examines the recently introduced school subject,
‘TheWorld and I.’ ‘TheWorld and I’ is introduced in the experimental
programme ‘Primary School as aWhole Day School: A Balanced, Fair,
Efficient, and Sustainable System of Education’ in Croatian schools.
This subject places an emphasis on developing students’ critical think-
ing skills rather than simply imparting knowledge. It also integrates
logic and philosophy, thus positioning it within the philosophical
group of subjects. Both formal and informal logic are of significant
importance in the development of reasoning abilities. Formal logic en-
ables students to comprehend the structure of arguments and to avoid
fallacies. Informal logic, in contrast, provides them with the capac-
ity to apply reasoning in real-world contexts, thus making them more
discerning in evaluating arguments encountered in everyday life. The
curriculum is informed by the Socratic method that encourages the
practice of reflective thinking and the questioning of assumptions. Fur-
thermore, the curriculum emphasizes metacognition, or the ability to
think about one’s own cognitive processes, with the aim of enhancing
students’ reasoning abilities. By encouraging self-reflection, students
becomemore independent thinkers, capable of evaluating not only ex-
ternal arguments but also their own thought processes. Furthermore,
the article highlights how the subject encourages ethical reflection and
social responsibility, prompting students to apply their critical think-
ing skills to real-world ethical dilemmas. The integration of logic and
philosophy within the subject ensures that students develop a compre-
hensive intellectual and moral framework, equipping them with the
capacity to make responsible decisions.
Key Words: critical thinking, logic, philosophy, metacognition, school
subject ‘World and I’
https://doi.org/10.26493/2630-4082.56.273-291
Bruno Ćurko
Učiti misliti: filozofski temelji šolskega predmeta svet in jaz
Povzetek. Članek obravnava nedavno uvedeni šolski predmet svet in
jaz. Svet in jaz je uveden v eksperimentalnem programu Osnovna šola
kot celodnevna šola, in sicer v sklopu projekta Uravnotežen, pravičen,
učinkovit in trajnosten sistem izobraževanja v hrvaških šolah. Pred-
met poudarja razvijanje sposobnosti kritičnega mišljenja učencev in
se ne osredotoča zgolj na posredovanje znanja. Poudarja tudi kritično
mišljenje ter povezuje logiko in filozofijo, s čimer se umešča v filozof-
sko skupino predmetov. Tako formalna kot neformalna logika sta zelo
pomembni za razvoj zmožnosti sklepanja. Formalna logika učencem
omogoča, da razumejo strukturo argumentov in se izogibajo zmotam.
Neformalna logika pa jim omogoča, da so sposobni uporabljati argu-
mentacijo v resničnem svetu, s čimer postanejo bolj razgledani pri oce-
njevanju argumentov, s katerimi se srečujejo v vsakdanjem življenju.
Učni načrt temelji na sokratskimetodi, ki spodbuja razmišljanje in pre-
izpraševanje predpostavk. Poleg tega poudarja metakognicijo ali spo-
sobnost razmišljanja o lastnih kognitivnih procesih, ki pomaga izbolj-
šati sposobnost razmišljanja učencev. S spodbujanjem samorefleksije
učenci postanejo samostojnejši misleci, ki so sposobni ovrednotiti ne
le zunanje argumente, temveč tudi lastne miselne procese. Poleg tega
je v članku poudarjeno, kako predmet spodbuja etično razmišljanje in
družbeno odgovornost, saj učence spodbuja, da svoje sposobnosti kri-
tičnega mišljenja uporabijo pri realnih etičnih dilemah. Vključevanje
logike in filozofije v predmet zagotavlja, da učenci razvijejo celovit in-
telektualni in moralni okvir, ki jim omogoča sprejemanje odgovornih
odločitev.
Ključne besede: svet in jaz, šolski predmet, logika, filozofija, metako-
gnicija
Introduction
In today’s rapidly evolving society, the necessity to provide students with
the requisite skills to effectively navigate the challenges of the modern
world is becoming increasingly apparent. Technological advancements,
and the exponential spread of information, create demands that often
exceed the capacities of traditional educational approaches, which are
ill-equipped to address these challenges. The subject ‘The World and I’
addresses a range of complex social and ethical issues, including digital
literacy andmisinformation, climate change and sustainability, social jus-
tice and equality, and privacy in the digital age. These challenges prompt
students to engage in critical analysis of the reliability of information, to
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recognize their role in environmental responsibility, and to develop em-
pathy for marginalized communities. Furthermore, the subject addresses
the ethical implications of personal data security, fostering awareness of
privacy in online spaces. Through these themes, students cultivate both
critical thinking and a robust ethical foundation for responsible decision-
making in contemporary society. Nevertheless, educational systems tend
to evolve at a relatively slow pace in response to new developments, which
has led to the emergence of non-formal education as a means of main-
taining some degree of alignment with these changes.
In some countries, there have been notable shifts in the curriculum,
with the inclusion of subjects from the philosophical discipline. For ex-
ample, in France, philosophy is a compulsory subject for students in their
final year of secondary education, with a curriculum encompassing eth-
ical, epistemological and political philosophical themes. Spain also in-
corporates philosophy in its secondary education curriculum, including
critical thinking, logic, and moral philosophy. In Croatia, philosophy is a
mandatory subject in the fourth year of high school (gymnasium), with
logic included in the third year. Furthermore, ethics is available as an elec-
tive in all secondary schools for students who do not attend religious ed-
ucation classes. Ethics is becoming more prevalent in high school educa-
tional programmes. These subjects have historically been the preserve of
secondary education.
However, with the advent of philosophy for children, as pioneered by
Matthew Lipman, and the subsequent expansion of various approaches
within this field, philosophy with children has emerged as a distinct area
of study. This approach is designed to cultivate critical and creative think-
ing in children. In the realm of non-formal education, there are numer-
ous iterations of philosophywith children, and recently, subjects aimed at
developing critical and creative thinking skills have been increasingly in-
troduced into primary schools. This trend underscores the necessity for
the design of educational programmes that will equip children with the
ability to effectively navigate the intellectual, social, andmoral challenges
of the contemporary world.
The School Subject ‘TheWorld and I’
The school subject ‘The World and I’ is designed to foster the develop-
ment of students’ critical thinking skills, which are considered to be key
competencies in the twenty-first century and form an integral part of life-
long learning. In an environment characterized by rapid change and tech-
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nological advancement, students are confronted with a vast array of in-
formation from amultitude of sources, frequently lacking in veracity. The
subject provides students with the tools to critically assess and evaluate
the information they encounter, as well as to devise creative solutions to
the numerous challenges they face (Ministarstvo znanja, obrazovanja i
mladih 2023, 1):
The subject ‘TheWorld and I’ occupies this space by focusing on the
individual (student) who critically reflects on both themselves and
the world, to act as a bridge between these two realms – the external
(the world of facts) and the internal (the world of values).
The subject ‘The World and I’ is delivered with an annual allocation
of 70 hours. It is recommended that the lessons be organized in double
periods to allow sufficient time for critical thinking and more effective
learning. The subject is taught across all eight grades of primary school.
The experimental implementation of this subject began in the 2023/2024
school year as part of the experimental programme ‘Primary School as
a Whole Day School: A Balanced, Fair, Efficient, and Sustainable Sys-
tem of Education.’ ‘The World and I’ is an elective subject, and students
can currently choose between this subject and religious education.¹ The
programme, entitled ‘The World and I,’ is currently part of a whole-day
school initiative that has been implemented in just over 60 schools across
the Republic of Croatia. Approximately 650 students are currently en-
rolled in this subject.
The subject ‘The World and I’ has been designed with the objective
of fostering the development of critical thinking, personal responsibility
and ethical behaviour in students. The subject is focused on the empow-
erment of students to engage in critical reflection on the world around
them, the analysis of information, and the formulation of informed deci-
sions. These objectives are achieved through teaching that develops the
capacity to critically assess, solve problems, and engage in ethical action
within the community.One of the principal aims is to encourage students
to assume responsibility for their thoughts and actions, while simultane-
ously fostering social responsibility and an awareness of the importance
of the common good. Students are trained to act with confidence and
¹More information about ‘Primary School as a Full-Day School: ABalanced, Fair, Efficient,
and Sustainable System of Education’ can be found at https://mzom.gov
.hr/UserDocsImages/dokumenti/Obrazovanje/OsnovneSkole/Cjelodnevna-skola
/Eksperimentalni-kurikulum-nastavnoga-predmeta-Svijet-i-ja-za-osnovne-skole.pdf.
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autonomy in various life situations, with respect for democratic values,
solidarity, and empathy. As the curriculum states (Ministarstvo znanja,
obrazovanja i mladih 2023, 2):
The primary educational goal of learning and teaching the subject
The World and I is to guide the student towards critically thinking
about the world around them by strengthening their critical think-
ing skills, which will enable them to act confidently, autonomously,
and responsibly in various learning contexts and in everyday per-
sonal and professional life.
The main goal of this subject is to teach students how to think, rather
than what to think, a principle that was first advocated by John Dewey.
Structure: Organizational Areas of the Curriculum ‘TheWorld and I’
The curriculum for the subject ‘The World and I’ is meticulously struc-
tured into three principal areas, each designed to cultivate critical think-
ing, self-reflection, and ethical conduct. These areas are fundamental to
enabling students to navigate the modern world, which is characterized
by an abundance of information and a multitude of complex social chal-
lenges. The curriculum’s fundamental objective is to equip students with
the requisite tools to engage with the world around them in a thoughtful
and critical manner, to analyse information in a discerning and informed
way, and to foster their development into responsible and reflective indi-
viduals.
The initial area of focus, ‘Information Management and Application
of Critical Thinking Strategies,’ is designed to equip students with the
capacity to efficiently process substantial quantities of information. In
the contemporary era, where students are frequently confronted with
an array of unverified data from disparate sources, the capacity to crit-
ically assess information is of paramount importance. Students are in-
structed in essential competencies, including the ability to discern reli-
able sources of information, assess the credibility of data, and make well-
informed decisions based on their analysis. This area facilitates a progres-
sive learning process, wherein students progress from an initial compre-
hension of fundamental facts to a more nuanced understanding of in-
tricate concepts and, ultimately, the ability to apply their knowledge in
creative problem-solving. As the curriculum states (Ministarstvo znanja,
obrazovanja i mladih 2023, 3):
Students must know how to manage information and apply critical
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thinking strategies to find, select, and evaluate various sources and
information around them.
This foundation guarantees that students are not merely passive recip-
ients of information but active participants in the learning process, capa-
ble of making reasoned judgments.
The second area of focus, ‘Personal and Social Responsibility, Ethical
Action,’ is dedicated to fostering the development of students’ sense of
responsibility, both at the personal and social levels. In this section, the
curriculum shifts its focus to assisting students in comprehending their
role within society and the consequences of their actions. Students are
encouraged to engage in introspective reflection on their personal con-
duct, the values they espouse, and the extent to which these align with the
broader democratic principles of fairness, equality, solidarity, and empa-
thy. This area of the curriculum is of paramount importance for the incul-
cation of a robust moral compass in students, equipping them with the
capacity to engage thoughtfully and ethically in their communities. As
stated in the curriculum, ‘The development of critical thinking enables
students to enhance their personal and social responsibility, ethical con-
duct, and democratic values’ (Ministarstvo znanja, obrazovanja i mladih
2023, 4). This learning area is aligned with the broader educational ob-
jectives of preparing students to become conscientious and active citizens
who are aware of the importance of their contributions to the well-being
of society.
The third area of focus, ‘Managing One’s Own Thinking,’ is centred
on metacognition, which entails instructing students on how to reflect
on and regulate their own cognitive processes. This area is of great im-
portance in enabling students to develop the skills required to regulate
and enhance their cognitive functions. The utilization of metacognitive
strategies enables students to monitor their thought processes, evaluate
the efficacy of their problem-solving techniques and implement neces-
sary modifications when required. As students become more aware of
their cognitive processes, they gain the ability to manage their learning
more effectively, which is essential for both academic success and per-
sonal growth. The curriculum makes this point explicitly, stating (Min-
istarstvo znanja, obrazovanja i mladih 2023, 5): ‘Metacognition, or think-
ing about thinking, encompasses the management of one’s own think-
ing processes, includingmonitoring, assessment, and improvementwhen
necessary.’
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The integration of these three domains constitutes a comprehensive
framework for the cultivation of well-rounded, critically engaged stu-
dents. The integration of critical thinking, ethical reflection, andmetacog-
nitive awareness provides students not only with academic knowledge
but also the essential life skills required to navigate the complexities of
contemporary society. The curriculum’s concentration on these domains
guarantees that students will be adequately prepared to confront the in-
tellectual and moral challenges that lie ahead with assurance, integrity,
and a profound sense of accountability.
Structured Learning Outcomes and Competency Development
in ‘TheWorld and I’
The subject ‘TheWorld and I’ is designed to be taught at all levels of pri-
mary education, with learning objectives that are alignedwith the age and
developmental stages of students. The learning outcomes are structured
within three principal domains: the management of information and the
application of critical thinking strategies; personal and social responsi-
bility, with an emphasis on ethical behaviour; and self-management of
one’s thinking processes. In consideration of the developmental differ-
ences among students, the outcomes are designed to evolve and build
upon each other in a manner that aligns with the progression through
the grades. In the initial two-year period, students develop fundamental
abilities for identifying and interpreting concepts from straightforward
informational sources. With the guidance of the instructor, they extract
new information and apply it in everyday contexts, thereby acquiring an
initial capacity for critical thinking. In the domain of personal and social
responsibility, students begin to comprehend the significance of commu-
nity norms, learning about responsibility towards themselves and others.
Concurrently, through self-management, students pose simple questions
and monitor their progress, with consistent support from the teacher.
By the end of the third and fourth grades, students have developed the
capacity to conduct independent research. They become more proficient
at integrating new information with existing knowledge, thereby enhanc-
ing their comprehension of concepts. With regard to social and ethical
conduct, students are able to differentiate between responsible and irre-
sponsible actions and to practice empathy and collaboration within the
classroomand in thewider community.With regard to self-management,
students are beginning to set their own goals and reflect on their progress,
although they still require occasional teacher support. In the fifth and
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sixth grades, students develop the capacity to critically assess information
and to conduct independent searches for answers. Their comprehension
becomes more sophisticated, and the capacity for critical analysis of in-
formation is a pivotal element of their learning process. With regard to
the domain of personal responsibility, students assume amore prominent
role in comprehending the ramifications of their conduct for the commu-
nity. Additionally, they engage actively in discourses pertaining to ethi-
cal matters. As students progress through the educational system, they
gradually assume greater control over their own cognitive processes, for-
mulating questions about their learning and directing their own learning
trajectory. In the seventh and eighth grades, students demonstrate profi-
ciency in independently analysing and evaluating complex information,
applying it in a variety of contexts. At this stage, students demonstrate
the greatest capacity for critical thinking as they integrate prior knowl-
edge into new challenges. With regard to social and ethical conduct, stu-
dents assume an active role within the community, contemplating a range
of social concerns and formulating decisions that are grounded in ethi-
cal considerations. In the domain of self-management, students exhibit
self-regulation, evaluate their own progress, and make decisions based
on critical reflection on their learning processes and outcomes.
Teaching How to Think: The Role of Critical Thinking
in the Curriculum ‘TheWorld and I’
‘TheWorld and I’ clearly demonstrates its focus on teaching children how
to think, rather than what to think, through the development of critical
thinking,metacognitive skills and the ability to self-regulate thought pro-
cesses. At the heart of the subject is the ability to question information,
analyse sources and draw independent conclusions. Rather than simply
absorbing facts, students develop critical thinking skills, which are recog-
nized as key skills for the twenty-first century and lifelong learning (Min-
istarstvo znanja, obrazovanja i mladih 2023, 2): ‘The subject The World
and I is primarily aimed at developing students’ critical thinking compe-
tence – the competence of the future, the competence of the 21st century.’
Critical thinking enables students to become independent thinkers
who are able to evaluate the credibility of information andmake informed
decisions. The key aspect of this process is not just recognizing informa-
tion, but understanding the wider context in which information exists. In
this sense, ‘TheWorld and I’ does not focus on rote learning, but ondevel-
oping students’ ability to think, analyse and connect facts in order to draw
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conclusions. This empowers students to take an active role in their own
education and lives, and prepares them for future challenges in a world
full of information and complex social issues. The curriculum also pro-
motes strategies for managing thinking by encouraging students not only
to analyse information but also to monitor and adjust their thinking pro-
cesses, making them autonomous thinkers. This process develops gradu-
ally, starting with simple monitoring and reflection on personal thoughts
and progressing to more advanced monitoring and adjustment of think-
ing strategies. Students learn to recognize obstacles in their thinking, such
as biases or emotional reactions, and how to overcome them in order to
reach rational, objective conclusions. As the curriculum states: ‘The stu-
dent develops confidence in his critical thinking process and in the cor-
rectness of his conclusions, and is able to manage it: monitor the process,
identify influencing factors, direct, regulate and correct it’ (Ministarstvo
znanja, obrazovanja i mladih 2023, 5). In addition, the metacognitive di-
mension of the curriculum plays a crucial role in teaching students how
to think. Metacognition, which involves reflecting on one’s own thinking
processes, enables students to become aware of their thinking strategies
and to adapt them according to the situation. Students become aware of
how they learn, how theymanage information and how they can improve
their thinking processes. This promotes continuous progress in learning
and decision-making, which is essential for the development of indepen-
dence and responsibility. ‘Metacognition includes knowledge and skills
for managing one’s own thinking: monitoring, controlling and evaluat-
ing effectiveness and changing strategies when necessary’ (p. 4). In this
way, students do not become passive recipients of knowledge, but active
creators of their own thought processes, which better prepares them for
future educational and life challenges. The curriculum also emphasizes
the development of personal and social responsibility. Students not only
learn how to think critically, but also how to apply these thinking skills
in the context of ethical action. They are trained to take responsibility for
their actions and to understand how their behaviour affects the broader
community. Students develop awareness of the importance of ethics and
empathy in everyday life and are encouraged to reflect on their own val-
ues and attitudes, becoming active and responsible members of society.
As noted in the curriculum (p. 5): ‘The student develops self-confidence,
self-criticism, and personal integrity, recognizes and becomes aware of
personal and social responsibility, and the ethical nature of actions for
the benefit of the community and democracy.’
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These elements of the curriculum clearly show that ‘The World and I’
does not just teach students facts or ready-made answers, but empowers
them to think independently, make ethical decisions and act responsibly
in the world. Pupils acquire tools for critical thinking, enabling them to
become autonomous, responsible and ethically aware individuals who are
prepared to face the challenges of contemporary society.
The methods used in ‘The World and I’ form the backbone of its ped-
agogical approach and are designed to promote active, experiential and
collaborative learning. These methods are crucial to achieving the cur-
riculum’s primary objective: developing students’ critical thinking skills
and their ability to apply knowledge to real-life situations. Rather than
focusing on passive learning that emphasizes memorization, the meth-
ods encourage students to take an active role in their learning process by
exploring, questioning, analysing and reflecting on the content. This is
essential for developing students’ autonomy and responsibility, which are
key outcomes of this curriculum. One of the core methods emphasized
in the curriculum is problem solving and critical analysis. Thesemethods
guide students from the acquisition of basic knowledge tomore advanced
intellectual skills, such as researching and synthesizing concepts to solve
complex problems. The curriculum explicitly states (Ministarstvo znanja,
obrazovanja i mladih 2023, 3): ‘Students are guided from basic knowledge
and simple conclusions, through further research, concept integration
and application, to innovative and creative problem solving.’ This pro-
gression not only enhances students’ understanding of the material, but
also equips them with the tools to critically evaluate and manage infor-
mation and drawwell-informed and reasoned conclusions. Furthermore,
the curriculum is predicated on the tenets of cooperative learning and
discussion. Through group work and collaborative projects, students are
afforded the opportunity to engage with a multiplicity of perspectives,
thereby acquiring the capacity to communicate effectively while devel-
oping empathy and ethical reasoning. Such methods permit students to
reflect on their own ideas and to consider the viewpoints of their peers,
thereby facilitating the cultivation of social skills and a sense of shared
responsibility. As the curriculummakes clear (p. 4): ‘Collaborative activ-
ities facilitate the exchange of opinions, reflection on others’ perspectives,
and the development of critical thinking through dialogue.’ Furthermore,
the teachingmethods employed in ‘TheWorld and I’ incorporate experi-
ential and project-based learning as integral components. By establishing
a connection between the classroom and the real world, students are en-
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couraged to apply their learning to their local community and everyday
life. This approach facilitates the transition from theoretical knowledge to
practical application. As the curriculum states (p. 5), ‘Learning through
experience and project work encourages students to apply knowledge
in practical contexts, reinforcing their understanding and fostering real-
world problem-solving skills.’ These hands-on experiences not only rein-
force learning but also instil a sense of responsibility and ethical action
as students perceive the impact of their learning in a broader societal
context. The combination of these methods is essential as they actively
engage students, promote critical thinking and enable them to become
independent, reflective thinkers. This is especially crucial in the contem-
porary era, where the capacity to evaluate information critically, engage
in collaborative work, and apply knowledge ethically is paramount. The
curriculum’s emphasis on active learning strategies ensures that students
are not merely absorbing facts, but are learning to think critically, make
informed decisions, and assume responsibility for their own learning and
actions.
The teaching methods employed in ‘The World and I’ represent a piv-
otal aspect of the curriculum, as they epitomize its core objective: to in-
struct students in the art of critical thinking, rather than merely impart-
ing knowledge. By providing students with the intellectual tools neces-
sary to navigate complex information and contribute responsibly to soci-
ety, these methods facilitate problem-solving, collaboration, experiential
learning and critical reflection. By fostering active and engaged learning,
thesemethods facilitate the development of the critical, ethical, and social
competencies essential for lifelong learning and responsible citizenship.
Two Engaging Approaches to Teaching
Story Rules: Learning Consequences Through Classic Tales
The objective of this activity is to analyse rules through the lens of well-
known stories. This may be achieved by examining a story such as Little
Red RidingHood, or another story of a similar nature, in order to gain an
understanding of the importance of following rules and the potential con-
sequences of ignoring them. To illustrate, Little Red RidingHood did not
adhere to her mother’s counsel to remain on the path, which resulted in
her encounter with the wolf and subsequent peril. The instructor guides
students in a logical examination of her decision and contemplation of
the ramifications of her actions. This approach enables students to dis-
cern emotions and instinctive responses while also recognizing the role
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of rational thinking in making informed choices. The objective is to fos-
ter in students the capacity to evaluate circumstances and comprehend
the necessity of rules for safety and well-being.
Logic Detective: Spotting Everyday Fallacies
In the pursuit of fostering critical thinking skills in young students, an
activity focusing on identifying informal logical fallacies – such as ad
hominem, false dilemma, and appeal to popularity – has been demon-
strated to be an effective pedagogical tool. The Logic Detective exercise
introduces students to the subtleties of flawed reasoning in a way that
is both accessible and engaging, drawing on everyday scenarios that are
relevant to their experiences. The structure of Logic Detective is straight-
forward yet efficacious. Prior to the activity, the instructor prepares a
set of cards, each illustrating a different logical fallacy. To illustrate, an
ad hominem attack is exemplified in a scenario where Tony’s arguments
are dismissed on the grounds that he habitually wears a hat indoors. A
classic example of a false dilemma is illustrated in the statement, ‘If you
do not participate in this activity with me, then you are not a genuine
friend.’ Furthermore, an appeal to popularity is exemplified in a child’s
entreaty: ‘Given that the majority of the class already possesses this item,
it would be logical to conclude that I require it as well.’ Such examples
permit students to encounter, recognize and unpack common fallacies in
a controlled and interactive setting. The instructor then divides the stu-
dents into smaller groups and provides each group with a scenario card,
requesting that they analyse the scenarios and identify any logical flaws
within them. The exercise requires students to engage in discussion re-
garding the potential issues with such reasoning and to propose a more
equitable and logical alternative. Subsequently, each group presents one
scenario to the class, elucidating the fallacy and sharing their insights.
The overarching objective of this exercise is to enhance students’ com-
prehension of logical integrity by enabling them to discern instances
where an argument is compromised by personal attacks, the creation of
false dichotomies, or social pressures. In learning to identify these fal-
lacies, students are not only better equipped to process the arguments
they encounter in their daily lives, but they also develop the confidence
to question reasoning that may initially appear persuasive. By engaging
in scenario-based activities, students develop the analytical tools neces-
sary for independent critical thinking, a skillset that will benefit them in
a multitude of contexts beyond the classroom.
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Logic as a Core Tool for Critical Thinking in the Curriculum
‘The World and I’
The subject ‘The World and I’ is predicated on the use of logic, which
serves as an indispensable instrument for cultivating students’ capacity
to think lucidly, reason with coherence, and address problems in a me-
thodical manner. Given that this curriculum is fundamentally oriented
towards fostering critical thinking, logic becomes an indispensable tool
for students in organizing their thoughts, analysing complex issues and
drawing reasoned conclusions. The integration of formal and informal
logic not only enhances students’ intellectual abilities but also provides
them with practical tools for navigating the challenges of everyday life.
The teaching of formal logic provides students with an understanding of
the fundamental principles of sound reasoning. This includes the ability
to identify valid argument structures, avoid fallacies and construct co-
herent and well-supported conclusions. Students engage with deductive
reasoning, syllogisms and the basic principles of valid argumentation,
which enables them to analyse and evaluate arguments in a systematic
manner. For example, children learn logical fallacies such as ad hominem
attacks, where an argument is dismissed based on a personal trait rather
than its merits – like saying, ‘I won’t listen to Lana because she wears
glasses,’ which ignores the actual point being made. They also explore
false dilemmas, which present only two choices in complex situations,
such as, ‘Either you’re my friend, or we’ll never play together again,’ over-
looking other possible solutions. By analysing these examples, students
sharpen their skills in spotting reasoning errors and constructing sound
arguments.
As Lipman (2003, 185) notes: ‘Formal logic requires the learning of rules
for the standardization of everyday language so that the complexities of
ordinary discourse can be reduced to the simplicities of logical language.’
This formal structure assists students in comprehending the nuances of
everyday communication, facilitating the translation of complex ideas
into coherent and logical expressions. By practicing these logical rules
students develop the capacity to deconstruct complex arguments, iden-
tify inconsistencies and arrive at conclusions that are both logical and
well-supported. One of the principal advantages of teaching formal logic
is its capacity to enhance the clarity of thought. Students are able to dis-
cern when an argument is logically sound and, equally importantly, they
become adept at identifying flaws in reasoning. This is particularly ben-
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eficial when students are exposed to a variety of arguments in subjects
such as history, literature, and science, where the capacity to critically
analyse sources and claims is essential. For example, in history, students
might compare two different stories about a famous event to see how de-
tails can change depending on who is telling the story. In literature, they
could discuss why a character might act in a certain way and if they can
trust everything the character says. In science, theymight look at different
ideas about what causes weather changes and think about which expla-
nations have more evidence. These activities help students start thinking
critically and build their skills in understanding different viewpoints.
As is emphasized in the curriculum (Ministarstvo znanja, obrazovanja
i mladih 2023, 4): ‘The application of formal logic helps students not only
in recognizing patterns of reasoning but in ensuring that their own rea-
soning is structured, clear, and free from fallacies.’ In addition to formal
logic, informal logic plays a significant role in the curriculum, enabling
students to apply logical reasoning to real-world situations. The focus
of informal logic is the construction of arguments in everyday language,
with consideration given to contextual factors, the purpose of the argu-
ment and the intended audience. It is especially beneficial in fostering
students’ critical thinking abilities when they are confronted with practi-
cal problems or debates. The importance of context in shaping an argu-
ment is a key tenet of informal logic, equipping students with the ability
to navigate discussions with greater nuance and adaptability. This is cru-
cial for cultivating the capacity for reasoning that students will draw upon
not only in academic contexts but also in their everyday interactions. As
Lipman (2004, 40) elucidates, ‘Informal logic focuses on natural language
and the context of the argument, which is crucial for reasoning effectively
in everyday situations.’
The study of informal logic provides students with an understanding
of the various types of logical fallacies that frequently distort reasoning
in everyday conversation. Such errors include ad hominem attacks, straw
man arguments and false dilemmas, which collectively serve to under-
mine the quality of reasoning and are frequently observed in public dis-
course, themedia and even social interactions. By learning to identify and
avoid these fallacies, students are better equipped to engage in meaning-
ful discussions and to defend their ideas with logical rigor. In the modern
world, this skill set is of the utmost importance, as students are frequently
confronted with misleading information and must learn to discern what
is credible and what is not. Moreover, the curriculum incorporates logic
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not only for the analysis of arguments presented by others, but also for
self-reflection and metacognition. Students are encouraged to engage in
critical reflection on their own reasoning processes, identify potential bi-
ases, and develop strategies for enhancing their thought patterns. This
aspect of metacognition, or the consideration of one’s own cognitive pro-
cesses, is central to the broader objectives of ‘The World and I.’ Dewey
himself (1959, 78) makes this point in his writings: ‘Logic is both a sci-
ence and an art; a science as it gives an organized account of how thought
operates, and an art as it projects methods for future thinking.’
The curriculum is structured around the dual perspective of logic as
both analytical and practical, with an emphasis on the importance of un-
derstanding and applying logical principles in real-world contexts.
Furthermore, logic acts as a conduit between the advancement of crit-
ical thinking and ethical reasoning. Students are instructed in the pro-
cesses of critical thinking and ethical reasoning, with an emphasis on
the application of logical principles inmaking responsible decisions. This
convergence of logic and ethics is crucial for nurturing individuals who
can reason effectively and act responsibly within their communities. The
curriculum emphasizes this point by encouraging students to reflect on
the ethical dimensions of their decisions, and to weigh their options logi-
cally and ethically before taking action (Ministarstvo znanja, obrazovanja
i mladih 2023, 6):
By integrating logic into the learning process, students are bet-
ter prepared to make decisions that are both rational and ethical,
thereby ensuring that their actions contribute positively to society.
The incorporation of both formal and informal logic within the ‘The
World and I’ curriculum is vital for achieving the subject’s overarch-
ing objective: to educate students in critical thinking, rather than simply
imparting information. The application of logic provides the cognitive
framework necessary for critical inquiry, enabling students to approach
complex issues with clarity, precision, and ethical awareness. The study
of logic enables students to enhance their intellectual capacities and de-
velop a deeper sense of responsibility in how they think, argue, and act in
the world around them. Logic forms the bedrock of the ‘The World and
I’ curriculum, underpinning both critical thinking and ethical reason-
ing. By equipping students with the skills to construct sound arguments,
avoid logical fallacies, and reflect on their own reasoning processes, the
curriculum ensures that logic is not only an academic subject but also a
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Bruno Ćurko
practical tool for lifelong learning. The teaching of logic provides students
with the tools necessary for lifelong learning and responsible citizenship.
It enables them to construct sound arguments, avoid fallacies and reflect
on their own reasoning processes.
A Philosophical Framework for Critical Thinking: Logic, Inquiry,
and Reflection in ‘TheWorld and I’
The curriculum for ‘The World and I’ is designed to integrate logic,
philosophy, and critical thinking in a coherent framework that is in-
tended to foster students’ capacity for independent thought, reasoning,
and problem-solving. These elements are not merely academic concepts;
rather, they are practical tools that equip students with the ability to
analyse information critically, engage in ethical reflection, and respond
thoughtfully to the challenges of the modern world. The curriculum
places greater emphasis on the processes of thinking than on the content
of thinking, thereby underscoring the significance of logical reasoning,
philosophical inquiry, and reflective thinking as fundamental elements of
an education. The curriculum’s approach to critical thinking is informed
by the tenets of classical philosophical traditions. Also, the curriculum
extensively employs the Socratic method, a classical approach to educa-
tion that fosters deep inquiry through questioning and dialogue. This
method teaches students not only to critically evaluate the claims of oth-
ers but also to reflect on their own assumptions, encouraging a habit of
continuous self-reflection. The Socratic method, which entails posing
incisive questions to challenge preconceptions and prompt introspec-
tive reflection, prompts students to interrogate not only the assertions of
others but also their own beliefs. ‘Socrates employed logic to challenge
the opinions and views of his interlocutors, frequently utilizing irony
to prompt reflection on their own positions’ (Ćurko 2017, 67). The cur-
riculum employs this approach to encourage students to engage in more
profound levels of inquiry and reflection, thereby instilling a lifelong dis-
position of critical questioning.
The influence of philosophy is further reflected in the curriculum’s em-
phasis on metacognition, defined as the ability to think about one’s own
thinking processes. Metacognition is a key element of critical thinking,
enabling students to actively reflect on their own thought processes. By
becoming aware of how they process information, students can moni-
tor, assess, and improve their cognitive strategies, ultimately leading to
better decision-making and problem-solving. This reflective practice is
closely aligned with Dewey’s theory of reflective thinking, which empha-
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Teaching How to Think
sizes the importance of active, continuous inquiry. According to Dewey,
reflective thinking involves not just the absorption of information, but
a deliberate process of questioning, evaluating, and revising one’s under-
standing based on new insights. In the classroom, this means students are
encouraged to reflect on their learning experiences, ask ‘why’ and ‘how’
questions, and apply their knowledge in new contexts. This approach fos-
ters a mindset of ongoing learning and adaptability, key skills for navigat-
ing complex real-world situations, As the curriculum states (Ministarstvo
znanja, obrazovanja i mladih 2023, 5): ‘Metacognition, or thinking about
thinking, encompasses themanagement of one’s own cognitive processes,
including monitoring, assessment, and improvement when necessary.’
The curriculum’s integration of these philosophical principles ensures
that students are not only able to critique external arguments, but also to
refine their own thinking processes.
As defined in the curriculum, critical thinking entails the capacity to
analyse information, question assumptions and apply logical reasoning
in order to draw well-founded conclusions. This skill, which is applicable
across academic disciplines, is essential for making informed decisions
and navigating the complexities of daily life. As Ćurko (2017, 33) notes,
‘Critical thinking is not about learning what to think but developing the
ability to process, analyze, and critique information in a reasoned way.’
This approach empowers students to become independent thinkers capa-
ble of handling the demands of a rapidly changing world with confidence
and integrity.
The subject not only concentrates on the teaching of critical skills, but
also ensures that students develop the ethical and philosophical founda-
tion necessary for the responsible application of those skills in a variety
of contexts. In conclusion, the curriculum of ‘The World and I’ repre-
sents a novel addition to the philosophical group of educational offerings,
combining the strengths of logic, philosophy, and critical thinking to cre-
ate a comprehensive framework for developing well-rounded, reflective
thinkers. In the absence of these philosophical and logical components,
the subject would lack the capacity to educate students in the skills of
critical and responsible thinking, thereby undermining its overarching
objective of fostering independent and ethical decision-makers.
At the End
The subject ‘The World and I’ offers a transformative approach to mod-
ern education, focusing on the development of key competencies that
are essential for students to thrive in a complex and rapidly changing
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Bruno Ćurko
world. By meticulously integrating logic, philosophy, and critical think-
ing, this curriculum equips students with the requisite tools to navigate
the plethora of information and multifaceted perspectives they will in-
evitably encounter. This subject is not merely an avenue for the acquisi-
tion of knowledge; rather, it is a conduit for the cultivation of the capac-
ity for independent thought, reflective reasoning, and ethical decision-
making. One of the key achievements of this curriculum is its success
in bridging the gap between abstract reasoning and practical application.
The teaching of formal and informal logic provides students with the cog-
nitive structure necessary to analyse arguments and approach problems
systematically. Logic, as an intellectual tool, ensures that students develop
clarity and rigor in their thought processes, enabling them to avoid fal-
lacies and draw sound conclusions. By making logical reasoning an inte-
gral part of the curriculum, ‘The World and I’ enhances students’ ability
to engage with the world in a critical and informed manner.
Moreover, the incorporation of philosophical techniques, particularly
the Socratic method, cultivates students’ capacity to engage in lifelong
learning, prompting them to challenge assumptions and pursue a more
profound comprehension of the subject matter. This inquiry-based ap-
proach is crucial for cultivating an environment where students are not
merely passive recipients of information, but active participants in their
learning journey. The promotion ofmetacognition, or the ability to reflect
on one’s own cognitive processes, provides students with an additional
dimension to their educational experience, thereby empowering them to
enhance their cognitive abilities on an ongoing basis. Furthermore, the
subject’s emphasis on ethical reflection and social responsibility ensures
that students are not only prepared to engage in critical thinking but also
to act in a conscientiousmanner. By engagingwith democratic values and
ethical principles, students learn the importance ofmaking decisions that
are not only logical but also compassionate and just. This dual emphasis
on critical thinking and ethical responsibility equips students with the
capacity to become engaged citizens, capable of making thoughtfully in-
formed contributions to their communities.
In conclusion, it can be stated that ‘The World and I’ is more than just
a subject; it is a foundational framework for preparing students to face
the intellectual, social, and moral challenges of the future. The curricu-
lum combines the strengths of logic, philosophy, and critical thinking to
foster the development of independent, reflective, and ethical thinkers
who are equipped to navigate the complexities of the modern world with
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confidence and integrity. The subject represents a novel addition to the
educational landscape, ensuring that students are prepared not only for
academic success but also for meaningful and responsible participation
in society.
References
Ćurko, Bruno. 2017. Kritičko mišljenje u nastavi filozofije, logike i etike. Bib-
lioteka Filozofska istraživanja. Zagreb: Hrvatsko filozofsko društvo.
Dewey, John. 1959. Logic: The Theory of Inquiry.New York: Henry Holt.
Lipman, Matthew. 2003. Thinking in Education. 2nd ed. Cambridge: Cam-
bridge University Press.
Ministarstvo znanja, obrazovanja i mladih. [2023.] ‘Eksperimentalni kuriku-
lum nastavnog predmeta Svijet i ja za osnovne škole.’ Ministarstvo znanja,
obrazovanja i mladih, Zagreb.
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