Synergy of critical, creative, and logical thinking in the era of artificial intelligence: a philosophical and educational perspective

authors:

Olga Kyvliuk (https://orcid.org/0000-0002-7900-9299)

Svitlana Solianyk (https://orcid.org/0000-0002-5183-2152)

Sviatoslav Kyiashko (https://orcid.org/0009-0000-2938-0199 )

 Relevance of the research is determined by the active integration of artificial intelligence systems into the educational process, which is accompanied by profound transformations of cognitive practices, decision-making mechanisms, and learning activities. Under these conditions, the issue of preserving the human-centered nature of education and developing thinking as its core value becomes especially significant.

Problem statement consists in addressing the fragmentation of critical, creative, and logical thinking in contemporary academic discourse, where they are predominantly interpreted as isolated skills or competencies. Such an approach complicates an adequate philosophical and educational understanding of cognitive transformations in the context of algorithmization and the growing influence of artificial intelligence.

Analysis of recent research and publications demonstrates a substantial body of studies in the fields of philosophy of education, digital transformation, and the application of artificial intelligence in education. At the same time, insufficient attention is paid to integrative approaches that conceptualize different forms of thinking as a synergistic whole and take into account the historical and methodological prerequisites of their differentiation within educational practice.

Research task is to provide a philosophical and educational interpretation of the synergy of critical, creative, and logical thinking in the era of artificial intelligence and to substantiate its significance as a methodological guideline for the responsible and meaningful use of intelligent technologies in education.

Main material presentation is based on the analysis of logical thinking as the rational foundation of knowledge structuring, critical thinking as a reflective and evaluative mechanism, and creative thinking as a source of meaning-making and innovation. It is argued that their synergy enables a transition from the instrumental application of artificial intelligence to its integration into the culture of human thinking.

Conclusions demonstrate that the synergy of critical, creative, and logical thinking is a necessary condition for preserving the humanistic orientation of education in the digital age and creates theoretical prerequisites for returning higher-order problems to scientific discourse and for forming a new integrated intellectual resource capable of addressing complex civilizational challenges.

Keywords: philosophy of education; artificial intelligence; critical thinking; creative thinking; logical thinking; thinking synergy; digital transformation of education.

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