The use the technology of critical thinking and the progress of the student in cognitive activity

The focus on a competency-based approach is one of the main features of modern education. This article examines three types of competencies that we distinguish in educational activities: subject, general subject and meta subject. With regard to humanitarian education, the formation of meta-subject competencies, in addition to universal educational actions, also presupposes possession of universal concepts, codes, concepts. The formation of meta-subject competences presupposes the path of ascent from the linguistic level of understanding key words to the general cultural one. When working with concepts, it is productive to distinguish three levels that determine the progress of the student in his cognitive activity: substantive, methodological, operational. The article also shows that in the formation of competencies, it is productive to use the technology of critical thinking, which involves three stages: challenge, understanding the situation, reflection.