STRATEGIC THINKING - METACOGNITION - REFLECTION IN THE PROFESSIONAL TRAINING OF EDUCATION MAJORS

The paper explores the relation strategic thinking - metacognition reflection in the context of the professional training programs of education majors. It revisits the idea of strategic thinking championed by an array of philosophers from Immanuel Kant through John Dewy to Martin Covington, who foregrounds the issue from the point of view of education and student success. The latter is feasible only if clear criteria are available to the student as regards his/her capabilities, the complexity of the task and the resources employed in its resolution. In principle, this is a process of metacognition inasmuch as the student evaluates his/her own reasoning and professional reflection developed in the shape of self-observation and self-cognition. Our assumption is that the most important condition for the utilization and realization of this relation is the language behavior of the student wherein language and idea, reasoning and questioning, doubt and argument validation coincide. The analysis is developed within the framework of Donald Davidson's conception of reiterating the relation between language and act and that between language and mental processes as a network of convictions, attitudes and expectations.