Location
University of Windsor
Document Type
Paper
Keywords
critical thinking, pedagogy, alternative argument, Weston, Paul, Govier, wild
Start Date
18-5-2011 9:00 AM
End Date
21-5-2011 5:00 PM
Abstract
This paper responds to Anthony Weston’s “What if Teaching Went Wild?” (2004), in which he proposes a radical approach to environmental education, suggesting among other things a stress on “otherness”. Comparing Weston’s proposal to Richard Paul’s (1992) concept of the “strong sense” critical thinker, and to Trudy Govier’s (2010) rationale for her pedagogy of argument, I suggest that “going wild” in standalone critical thinking courses could provide a positive, unsettling push, helping students to reconnect through the otherness of alternative argumentation.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Eating flowers, holding hands: Should critical thinking pedagogy ‘go wild’?
University of Windsor
This paper responds to Anthony Weston’s “What if Teaching Went Wild?” (2004), in which he proposes a radical approach to environmental education, suggesting among other things a stress on “otherness”. Comparing Weston’s proposal to Richard Paul’s (1992) concept of the “strong sense” critical thinker, and to Trudy Govier’s (2010) rationale for her pedagogy of argument, I suggest that “going wild” in standalone critical thinking courses could provide a positive, unsettling push, helping students to reconnect through the otherness of alternative argumentation.
