Location
University of Windsor
Document Type
Paper
Start Date
3-6-2009 9:00 AM
End Date
6-6-2009 5:00 PM
Abstract
We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.
Creative Commons License
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Response to Submission
Ralph H. Johnson, Commentary on Bailin & Battersby
Reader's Reactions
Ralph H. Johnson, Commentary on Bailin & Battersby (June 2009)
Included in
Inquiry: A dialectical approach to teaching critical thinking
University of Windsor
We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.
