David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Teaching Philosophy 33 (2):123-147 (2010)
Scientific reasoning has long been an integral part of critical thinking taxonomies. In practice, however, it is frequently limited to induction, hypothesis testing and experimental design, thereby neglecting the central importance of modeling to contemporary scientific reasoning. In this paper, I wish to establish that this neglect undermines the possibility of critical engagement with the public discourse surrounding scientific reasoning. As a step towards rectifying that disconnect, I present one resource that I have developed to teach modeling in an introductory critical thinking course
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