Location
University of Windsor
Document Type
Paper
Keywords
argumentation, comparative evaluation, critical thinking, dialectical context, inquiry, rea-soned judgment
Start Date
18-5-2011 9:00 AM
End Date
21-5-2011 5:00 PM
Abstract
In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding an issue with the goal of achieving a reasoned and justifiable judgment (an enterprise we refer to as inquiry).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Reason in the balance: Teaching critical thinking as dialectical
University of Windsor
In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding an issue with the goal of achieving a reasoned and justifiable judgment (an enterprise we refer to as inquiry).
