Introduction: Reasoning, Argumentation, and Critical Thinking Instruction

Introduction: Reasoning, Argumentation, and Critical Thinking Instruction Topoi (2018) 37:91–92 https://doi.org/10.1007/s11245-016-9416-x Introduction: Reasoning, Argumentation, and Critical Thinking Instruction 1,2,3 Frank Zenker Published online: 14 July 2016 Springer Science+Business Media Dordrecht 2016 1 Rationale deserve the predicate ‘critical’. Exceptions granted, current undergraduate and graduate populations are regularly being In a widely noted article, Daniel Willingham (2007) has subjected to a popularized version of the heuristics and aptly stated that ‘‘[v]irtually everyone would agree that a biases program, which often merely extends the already primary, yet insufficiently met, goal of schooling is to problematic tradition of drawing up lists of fallacies. Like- enable students to think critically’’ (p. 8). Indeed, particu- wise, recent advances in modelling natural language argu- larly the heuristics and biases-program in experimental mentation by formal means have largely remained outside psychology, but also anecdotal evidence from industry, the standard curriculum, and so cannot readily be drawn support the view that humans by and large manage, and can upon in evaluating argumentation. Similar things hold for even strive, despite systematically falling prey to various argument reconstruction and visualization software, which forms of cognitive and social biases. But while broad are not part of the standard curriculum either. Nor does it help agreement is more easily http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Topoi Springer Journals

Introduction: Reasoning, Argumentation, and Critical Thinking Instruction

Topoi , Volume 37 (1) – Jul 14, 2016

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Publisher
Springer Journals
Copyright
Copyright © 2016 by Springer Science+Business Media Dordrecht
Subject
Philosophy; Philosophy, general; Philosophy of Science; Philosophy of Technology
ISSN
0167-7411
eISSN
1572-8749
D.O.I.
10.1007/s11245-016-9416-x
Publisher site
See Article on Publisher Site

Abstract

Topoi (2018) 37:91–92 https://doi.org/10.1007/s11245-016-9416-x Introduction: Reasoning, Argumentation, and Critical Thinking Instruction 1,2,3 Frank Zenker Published online: 14 July 2016 Springer Science+Business Media Dordrecht 2016 1 Rationale deserve the predicate ‘critical’. Exceptions granted, current undergraduate and graduate populations are regularly being In a widely noted article, Daniel Willingham (2007) has subjected to a popularized version of the heuristics and aptly stated that ‘‘[v]irtually everyone would agree that a biases program, which often merely extends the already primary, yet insufficiently met, goal of schooling is to problematic tradition of drawing up lists of fallacies. Like- enable students to think critically’’ (p. 8). Indeed, particu- wise, recent advances in modelling natural language argu- larly the heuristics and biases-program in experimental mentation by formal means have largely remained outside psychology, but also anecdotal evidence from industry, the standard curriculum, and so cannot readily be drawn support the view that humans by and large manage, and can upon in evaluating argumentation. Similar things hold for even strive, despite systematically falling prey to various argument reconstruction and visualization software, which forms of cognitive and social biases. But while broad are not part of the standard curriculum either. Nor does it help agreement is more easily

Journal

TopoiSpringer Journals

Published: Jul 14, 2016

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