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  1.  11
    Refutations and Sophistical Refutations—Logical or Dialectical Concepts?David Botting - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (3):5-21.
    In this paper I will defend a logical conception of refutations and fallacies against objections that are meant to show that a dialectical conception of refutations or fallacies is necessary. I will show that there is only one dialectical concept—not that of a thesis, as those favouring a dialectical analysis argue, but that of a concession—that may need to be added to a logical conception for such a conception to be adequate.
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  2.  4
    Review of Mercier and Sperber’s The Enigma of Reason. [REVIEW]Jeffrey Maynes - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (3):33-44.
    In The Enigma of Reason, Hugo Mercier and Dan Sperber defend the proposal that reason is a specialized module which produces intuitions about reasons. Reason serves two functions: for individuals to justify their own judgments and actions to themselves and others, and to persuade others. In this review, I briefly summarize the central claims of the book, critically examine Mercier and Sperber’s arguments that reason is not a general faculty underlying our inferential abilities, and explore the pedagogical implications of their (...)
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  3.  10
    Triggers Fostering Critical Thinking in the Eyes of the Already Successful.Stefan Sellbjer - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (3):22-32.
    Using the perspective of those who have already successfully developed such skills, the aim of this article is to examine the types of seminars that may foster critical thinking. Professors and associate professors could be said to be among this group as they have progressed through the academic system to attain a certain level of achievement. Also under investigation is the extent to which such competencies lead to generic skills. In order to understand the context of this empirical study, a (...)
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  4.  18
    Targeted Instruction in Critical Thinking Improves Dispositions.John D. Eigenauer - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (2):27-36.
    While much emphasis is placed on the need to improve critical thinking among college students, few studies describe precise methodologies for doing so and even fewer identify improvements in CT dispositions as a desired course outcome. This study attempts to fill a gap in the studies of CT methodologies aimed at improving CT dispositions. In this study, 78 community college students enrolled in a CT course that emphasized targeted CT interventional strategies. The students took the California Critical Thinking Dispositions Inventory (...)
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  5.  14
    Fostering the Disposition to Think Critically and a Positive Attitude Toward Science.Marcus Gillespie, Steven D. Koether & Michelle L. Lewis - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (2):5-26.
    Virtually all faculty members agree that teaching their students the ability and disposition to think critically is fundamentally important, and most believe that their pedagogical approaches enhance both. Unfortunately, recent research has shown that college students often fail to substantively improve their critical thinking skills. Other research regarding the public’s perception of certain science topics reveals that a significant proportion of the American public rejects scientific information, i.e., information that is based on both critical thinking and empiricism. This state of (...)
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  6.  13
    Review of The Palgrave Handbook of Critical Thinking in Higher Education. [REVIEW]Maria Sanders - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (2):47-54.
    This essay reviews five articles from Part VII in The Palgrave Handbook of Critical Thinking in Higher Education entitled “Social Perspectives on Critical Thinking.” In this section, the authors explore critical citizenship, critical pedagogy, and knowledge practices of critical thinking. It is a diverse collection of essays ranging from broad discussions on the topics included to specific applications and particular examples demonstrating criticality in higher education classrooms.
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  7.  10
    Critical Thinking Anxiety.Izaak L. Williams - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (2):37-46.
    The goal of this paper is to understand how common aversions to critical thinking, and, in particular, critical thinking related to deliberation about ethics, is arguably akin to math anxiety. However, unlike ethical-critical thinking anxiety, MA has a body of literature and neuroscientific findings supporting it and correlating thoughts about math with neurobiology of pain and fear activation. The crux of the paper lies in the answer to the following question: how is ECTA like and unlike MA? Is there a (...)
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  8.  34
    Richard Paul’s Contributions to the Field of Critical Thinking and to the Establishment of First Principles of in Critical Thinking.Linda Elder - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):8-33.
    Beginning in his PhD program, and over a period of years in the 1960s, Richard Paul thoughtfully examined and deliberately critiqued existing theories of logic and reasoning. He took what was a very narrow conception of reasoning and broadened it to more accurately represent human thinking when people reason. He captured the idea of universal intellectual standards by exploring standards typically used by skilled reasoners, and assembled these standards into a constellation of ideas that is easily understandable. Following the tradition (...)
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  9.  9
    Introductions to the Memorial Issue.Linda Elder & Gerald Nosich - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):3-7.
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  10.  24
    Richard Paul and the Philosophical Foundations of Critical Thinking.Donald Hatcher - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):86-97.
    The late Richard Paul was arguably the most well-known and influential person in the history of the critical thinking movement. This reflection on and tribute to his work focuses on Paul’s genius in applying his knowledge of important works in the history of philosophy to the development of a robust conception of critical thinking, one that has wide appeal, not only to philosophers, but to faculties across academe. I also discuss the debt so many of us who teach critical thinking (...)
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  11.  18
    Truth-Seeking Versus Confirmation Bias.Amanda Hiner - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):52-68.
    This article, written in response to a kind invitation by Linda Elder, Gerald Nosich, and Frank Fair to contribute a reflective piece honoring the life, work, and intellectual contributions of Dr. Richard Paul, focuses on the ways in which his conception of critical thinking fosters fairminded, authentic, ethical reasoning and research. Richard Paul’s framework for critical thinking emphasizes and cultivates Socratic, “strong-sense,” fairminded thinking and intellectual humility, enabling students to understand the implications of fairminded research and providing them with valuable (...)
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  12.  12
    Portaging Richard Paul’s Model to Professional Practice.Robert Niewoehner - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):69-85.
    Richard Paul originally developed and disseminated his approach principally through venues targeting K-12 and university education. Together with Linda Elder he sought to ground a culture of critical thinking. Paul and Elder, in collaboration with this author, then extended their approach into the professional practice of engineering. The Engineering Reasoning Thinker’s Guide contextualized the model for engineers. Though intended for engineering students, it resonated with engineers in industry practice, providing a pattern for other guides, such as Clinical Reasoning. Presuming familiarity (...)
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  13.  27
    Richard Paul’s Approach to Critical Thinking.Gerald Nosich - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):34-51.
    Richard Paul changed the face and the practice of critical thinking for hundreds of thousands of educators, professionals, and reflective persons across the world. In this paper I describe Paul’s goals and, briefly, some of his achievements in articulating his robust approach to critical thinking. I focus primarily on its direct orientation to practicality; its comprehensiveness, its applicability in any domain; and its systematicity, its coherent, interlocking way of laying out all the significant dimensions of critical thinking consistent with use (...)
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  14.  13
    Making a Campus-Wide Commitment to Critical Thinking.Patricia Payette & Edna Ross - 2016 - Inquiry: Critical Thinking Across the Disciplines 31 (1):98-110.
    The purpose of this article is to provide an overview of the multi-year, critical thinking initiative at the University of Louisville called Ideas to Action, or i2a. This article discusses the rationale for the selection of the Paul-Elder critical thinking framework to guide the implementation and assessment of the project across curricular and co-curricular campus arenas. The co-authors used the research of Richard Paul to inform various facets of their project and worked with others on campus to create critical thinking (...)
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