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).

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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May 18th, 9:00 AM May 21st, 5:00 PM

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).