THE CONTENT AND PEDAGOGICAL-PSYCHOLOGICAL CHARACTERISTICS OF THE CONCEPT OF CRITICAL THINKING IN HISTORY EDUCATION

Abstract

This fundamental research paper is dedicated to a comprehensive study of the scientific-theoretical essence of the phenomenon of "critical thinking," which occupies a central place in the paradigm of modern history education, as well as its pedagogical and psychological determinants. The article scientifically substantiates that the process of forming historical consciousness consists not merely of assimilating chronological data but relies on complex cognitive operations: comparative analysis of sources (sourcing), historical contextualization, and constructing evidence-based argumentation. The study synthesizes the theoretical views of Uzbek and foreign scholars (including S. Wineburg, D. Willingham, A. Ismailov, T. Swanepoel) and proves the effectiveness of applying models of the "hermeneutic circle," "cognitive load theory," and "vertically integrated systems" (VIS) in history lessons based on empirical data. In particular, the impact of the cluster-integrative approach and interactive graphic organizers on students' academic performance and their social-emotional intelligence is analyzed quantitatively and qualitatively. The results demonstrate that an education model focused on critical thinking forms immunity in students against pseudo-historical claims, deepens the understanding of national identity, and strengthens civic stance.