Development of Logical Thinking of Future Primary School Teachers Based on The Synectics Approach

The preparation of primary school teachers increasingly demands pedagogical strategies that cultivate both creative fluency and rigorous logical competence. This article proposes and substantiates an instructional model for developing the logical thinking of future primary school teachers through the synectics approach, enriched with analogical materials drawn from 20th-century European prose. Synectics, with its emphasis on direct, personal, symbolic, and fantasy analogies, is positioned here not as a creativity method alone but as a structured pathway toward deductive, inductive, and abductive reasoning. The study adopts a design-based and theory-grounded methodology, synthesizing literature in cognitive psychology and pedagogy with close reading of selected prose by Kafka, Woolf, Mann, Calvino, and Camus. The result is a five-phase didactic model—Prepare, Spark, Transform, Formalize, Transfer—that integrates synectic moves with formal logic tasks and metacognitive routines. Within this framework, literary episodes function as disciplined prompts that obligate students to classify concepts, define predicates, test counterexamples, trace causal chains, and articulate valid inferences. Implications include improved alignment between creative ideation and curricular logic requirements in primary education programs, a practicable blueprint for lesson planning, and an assessment scheme that indexes growth in clarity, coherence, and justificatory depth. Limitations are acknowledged regarding linguistic and cultural variability of literary sources and the need for empirical trials at scale.