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  1. Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen.Manuel S. Hubacher & Monika Waldis (eds.) - 2021 - Wiesbaden, Deutschland: Springer.
    In diesem Open-Access-Sammelband setzen sich Autor*innen aus unterschiedlichsten Disziplinen mit der Auswirkung einer digitalisierten Öffentlichkeit für die Politische Bildung auseinander. Sie erörtern, wie sich die Formen digitaler politischer Kommunikation auswirken, wie der Politikunterricht mit der veränderten Ausgangslage umgehen könnte und welche Kompetenzen Schüler*innen benötigen, um in der digitalen Öffentlichkeit selbstbestimmt und -ermächtigt politisch teilzuhaben. Die Komplexität und die Interdependenzen digitaler Kommunikation verlangen nach einer multiperspektivischen und transdisziplinären Perspektive, der dieser Band verpflichtet ist.
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  • Inquiry: A New Paradigm for Critical Thinking.Mark Battersby (ed.) - 2018 - Windsor, Canada: Windsor Studies in Argumentation.
    This volume reflects the development and theoretical foundation of a new paradigm for critical thinking based on inquiry. The field of critical thinking, as manifested in the Informal Logic movement, developed primarily as a response to the inadequacies of formalism to represent actual argumentative practice and to provide useful argumentative skills to students. Because of this, the primary focus of the field has been on informal arguments rather than formal reasoning. Yet the formalist history of the field is still evident (...)
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  • Developing Critical Thinking with Debate: Evidence from Iranian Male and Female Students.Maryam Danaye Tous & Sara Haghighi - 2016 - Informal Logic 36 (1):64-82.
    The purpose of this study was to investigate the difference between the performance of Iranian male and female EFL learners on the five dimensions of the California Critical Thinking Skills Test.88 learners, out of 120, who were selected through convenience sampling method, participated in this study. The researcher used a quantitative research method with one-group pretest posttest design. This group received some treatment in the form of “the Meeting-House Debate” strategy. Data analysis was done using descriptive and inferential statistics. Result (...)
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  • Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective.Elena Lyutykh - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (4):377-391.
    (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective. Educational Studies: Vol. 45, No. 4, pp. 377-391.
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  • Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching? International Baccalaureate Diploma Programme and Lebanese Baccalaureate Programme.Yara Yasser Hilal - 2018 - Topoi 37 (1):201-217.
    Critical thinking continues to be viewed as a prerequisite skill for lifelong learning. It is not surprising therefore, that academic programmes delineate CT as a goal and a learning outcome. However, there are concerns regarding the extent to which the aims and objectives of the programmes are aligned with pedagogies for CT. Both the International Baccalaureate Diploma Programme and the Lebanese Baccalaureate Programme clearly delineate CT as a goal and a learning outcome. The study examines the facilitation of teaching CT (...)
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  • Libri ad Nauseam: The Critical Thinking Textbook Glut.Benjamin Hamby - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):39-48.
    Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on (...)
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  • Other-Regarding Virtues and Their Place in Virtue Argumentation Theory.Felipe Oliveira de Sousa - 2020 - Informal Logic 40 (3):317-357.
    In this paper, I argue that, despite the progress made in recent years, virtue argumentation theory still lacks a more systematic acknowledgment of other-regarding virtues. A fuller recognition of such virtues not only enriches the field of research of virtue argumentation theory in significant ways, but also allows for a richer and more intuitive view of the virtuous arguer. A fully virtuous arguer, it is argued, should care to develop both self-regarding and other-regarding virtues. He should be concerned both with (...)
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  • Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 1).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):15-30.
    This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. The paper presents (...)
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  • Endoxa and Epistemology in Aristotle’s Topics.Joseph Bjelde - 2021 - In Joseph Andrew Bjelde, David Merry & Christopher Roser (eds.), Essays on Argumentation in Antiquity. Cham: Springer. pp. 201-214.
    What role, if any, does dialectic play in Aristotle’s epistemology in the Topics? In this paper I argue that it does play a role, but a role that is independent of endoxa. In the first section, I sketch the case for thinking that dialectic plays a distinctively epistemological role—not just a methodological role, or a merely instrumental role in getting episteme. In the second section, I consider three ways it could play that role, on two of which endoxa play at (...)
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  • Enseñanza del pensamiento crítico entendida por un grupo de formadores de maestros/as.Inés M. Bargiela, Paloma Blanco Anaya & Blanca Puig - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (2):1-11.
    El pensamiento crítico es uno de los objetivos generales de la educación, pero poco se conoce acerca de cómo se puede trasladar al aula. Este estudio explora la conceptualización de pensamiento crítico de los formadores/as de maestros/as y los ambientes de aprendizaje que diseñados para promoverlo. Se analizaron cinco entrevistas semiestructuradas a formadores/as de maestros/as mediante análisis de contenido. Los resultados mostraron que el pensamiento crítico se aborda implícitamente fomentando un aprendizaje activo contextualizado en problemas de la vida real. Este (...)
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  • Fostering the Virtues of Inquiry.Sharon Bailin & Mark Battersby - 2016 - Topoi 35 (2):367-374.
    This paper examines what constitute the virtues of argumentation or critical thinking and how these virtues might be developed. We argue first that the notion of virtue is more appropriate for characterizing this aspect than the notion of dispositions commonly employed by critical thinking theorists and, further, that it is more illuminating to speak of the virtues of inquiry rather than of argumentation. Our central argument is that learning to think critically is a matter of learning to participate knowledgeably and (...)
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  • Was Aristotle a virtue argumentation theorist?Andrew Aberdein - 2021 - In Joseph Andrew Bjelde, David Merry & Christopher Roser (eds.), Essays on Argumentation in Antiquity. Cham: Springer. pp. 215-229.
    Virtue theories of argumentation (VTA) emphasize the roles arguers play in the conduct and evaluation of arguments, and lay particular stress on arguers’ acquired dispositions of character, that is, virtues and vices. The inspiration for VTA lies in virtue epistemology and virtue ethics, the latter being a modern revival of Aristotle’s ethics. Aristotle is also, of course, the father of Western logic and argumentation. This paper asks to what degree Aristotle may thereby be claimed as a forefather by VTA.
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  • Introduction: Virtues and Arguments.Andrew Aberdein & Daniel H. Cohen - 2016 - Topoi 35 (2):339-343.
    It has been a decade since the phrase virtue argumentation was introduced, and while it would be an exaggeration to say that it burst onto the scene, it would be just as much of an understatement to say that it has gone unnoticed. Trying to strike the virtuous mean between the extremes of hyperbole and litotes, then, we can fairly characterize it as a way of thinking about arguments and argumentation that has steadily attracted more and more attention from argumentation (...)
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  • A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    “Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...)
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  • Willingness to inquire: The cardinal critical thinking virtue.Benjamin Hamby - unknown
    Critical thinking skills have associated critical thinking virtues, and the internal motivation to carefully examine an issue in an effort to reach a reasoned judgment, what I call the “willingness to inquire”, is the critical thinking virtue that stands behind all skilled and virtuous thinking that contributes to critical thinking. In this paper, I argue that the willingness to inquire is therefore a more primary critical thinking virtue than charity, open-mindedness, or valuing fallacious-free reasoning.
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