Switch to: References

Add citations

You must login to add citations.
  1. Logical and Epistemological Approach to Critical Thinking.Jelena Pešić - 2007 - Psihologija 40 (2):173-190.
    Two main approaches in the conceptualization of critical thinking, logical and epistemological, are presented and analyzed in this paper. The review of logical approach begins with defining its general framework and afterwards we analyze abilities and skills which are seen as basic constituents of critical thinking. In the review of epistemological approach we analyze four conceptions that present the main directions in criticizing logical approach, and also in developing the broader perspective on critical thinking that includes specific view of knowledge (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  • Ḥikmah Pedagogy and Students’ Thinking and Reasoning Abilities.Rosnani Hashim, Suhailah Hussien & Adesile M. Imran - 2014 - Intellectual Discourse 22 (2).
    This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “_Hikmah_ Feedback (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  • Argumentation, Rationality, and Psychology of Reasoning.David Godden - 2015 - Informal Logic 35 (2):135-166.
    This paper explicates an account of argumentative rationality by articulating the common, basic idea of its nature, and then identifying a collection of assumptions inherent in it. Argumentative rationality is then contrasted with dual-process theories of reasoning and rationality prevalent in the psychology of reasoning. It is argued that argumentative rationality properly corresponds only with system-2 reasoning in dual-process theories. This result challenges the prescriptive force of argumentative norms derives if they derive at all from their descriptive accuracy of our (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Sensitizing Reasons by Emulating Exemplars.Kunimasa Sato - 2015 - Informal Logic 35 (2):204-220.
    The fostering of rationality has long been endorsed as an educational ideal by some philosophers; in recent years, whereas some have argued for this ideal, others have challenged it, particularly within debates relevant to the study of critical thinking. Harvey Siegel, who has spelled out the philosophical theory of educating for rationality, not only has defended his view from such challenges but also has been deepening his thoughts regarding how rationality can be fostered. This paper centers on the cultivating of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Critical Thinking and Cognitive Bias.Jeffrey Maynes - 2015 - Informal Logic 35 (2):183-203.
    Teaching critical thinking skill is a central pedagogical aim in many courses. These skills, it is hoped, will be both portable and durable. Yet, both of these virtues are challenged by pervasive and potent cognitive biases, such as motivated reasoning, false consensus bias and hindsight bias. In this paper, I argue that a focus on the development of metacognitive skill shows promise as a means to inculcate debiasing habits in students. Such habits will help students become more critical reasoners. I (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues.Harvey Siegel - 2004 - Episteme 1 (2):129-137.
    Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  • Philosophy in the (Gender and the Law) Classroom.Laura D'Olimpio - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):1-16.
    This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance two objectives in Gender and the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Critical Thinking Dispositions: Their Nature and Assessability.Robert H. Ennis - 1996 - Informal Logic 18 (2).
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, and (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  • Informal Logic: An Overview.J. Anthony Blair & Ralph H. Johnson - 2000 - Informal Logic 20 (2).
    In this overview article, we first explain what we take informal logic to be, discussing misconceptions and distinguishing our conception of it from competing ones; second, we briefly catalogue recent informal logic research, under 14 headings; third, we suggest four broad areas of problems and questions for future research; fourth, we describe current scholarly resources for informal logic; fifth, we discuss three implications of informal logic for philosophy in particular, and take note ofpractical consequences of a more general sort.
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  • A Normative Theory of Argument Strength.Ulrike Hahn & Mike Oaksford - 2006 - Informal Logic 26 (1):1-24.
    In this article, we argue for the general importance of normative theories of argument strength. We also provide some evidence based on our recent work on the fallacies as to why Bayesian probability might, in fact, be able to supply such an account. In the remainder of the article we discuss the general characteristics that make a specifically Bayesian approach desirable, and critically evaluate putative flaws of Bayesian probability that have been raised in the argumentation literature.
    Direct download (12 more)  
     
    Export citation  
     
    Bookmark   14 citations  
  • Steering Into the Skid: On the Norms of Critical Thinking.Jeffrey Maynes - 2017 - Informal Logic 37 (2):114-128.
    Cognitive bias presents as a pressing challenge to critical thinking education. While many have focused on how to eliminate or mitigate cognitive bias, others have argued that these biases are better understood as result from adaptive reasoning heuristics which are, in the right conditions, rational modes of reasoning about the world. This approach presents a new challenge to critical thinking education: if these heuristics are rational under the right conditions, does teaching critical thinking undermine student abilities to reason effectively in (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  • Delineating The Reasonable And Rational For Humans.Michael David Baumtrog - 2014 - ISSA Proceedings 2014.
    The notions of “rational” and “reasonable” have much in common but are not synonymous. Conducting a review of the literature points to (at least) two distinct but related ideas as well as a middle “grey” area. This paper investigates and compares some characterizations of these notions and defends the view that focusing on reasonableness is best for those interested in human instances of reasoning and argumentation.
    Direct download  
     
    Export citation  
     
    Bookmark  
  • Others and Imagination in Reasoning and Argumentation: Improving Our Critical Creative Capacity.Michael D. Baumtrog - 2017 - Informal Logic 37 (2):129-151.
    Contemporary argumentation theories highlight the importance of Others for contributing to and critiquing an individual’s reasoning and/or argumentation. Reasoners and arguers are encouraged to interact with imagined constructs such as a community of model interlocutors or universal audience. These model interlocutors are theoretically meant to bring to mind reasons and counter-considerations that may not have been conceived of otherwise so as to improve the overall quality of an instance of reasoning or argumentation. Overlooked, however, is the impact of differing individual’s (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark  
  • Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2005 - Philosophy and Phenomenological Research 71 (2):345–366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   13 citations  
  • Commentary on Campolo.Harvey Siegel - unknown
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • Reasons for Reason-Giving in Unplanned Discourse.Martha Sylvia Cheng - unknown
    Most studies of reason-giving have focussed on formal, planned situations rather than on how reason-giving functions in relatively unplanned discourse. This study looks at reason-giving by respondents to an anonymous telephone public-opinion survey, e xploring the relationship between fact, policy, and value claims and the types of reasons used to support those claims. The results resonate with two important areas in argumentation theory: argument fields and critical thinking. Further, I suggest that reason-giving can serve as a method for individuals to (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • Is Critical Thinking Across the Curriculum a Plausible Goal?Donald L. Hatcher - unknown
    Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • The Uses of Argument in Communicative Contexts.Robert C. Pinto - 2003 - Argumentation 24 (2):227-252.
    This paper challenges the view that arguments are (by definition, as it were) attempts to persuade or convince an audience to accept (or reject) a point of view by presenting reasons for (or against) that point of view. I maintain, first, that an arguer need not intend any effect beyond that of making it manifest to readers or hearers that there is a reason for doing some particular thing (e.g., for believing a certain proposition, or alternatively for rejecting it), and (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  • Argumentation and the Force of Reasons.Robert C. Pinto - 2009 - Informal Logic 29 (3):268-295.
    Argumentation involves offering and/or exchanging reasons – either reasons for adopting various attitudes towards specific propositional contents or else reasons for acting in various ways. This paper develops the idea that the force of reasons is through and through a normative force because what good reasons accomplish is precisely to give one a certain sort of entitlement to do what they are reasons for. The paper attempts to shed light on what it is to have a reason, how the sort (...)
    Direct download (12 more)  
     
    Export citation  
     
    Bookmark   17 citations  
  • The Willingness to Be Rationally Persuaded.Michael David Baumtrog - 2016 - Argumentation, Objectivity, and Bias: Proceedings of the 11th International Conference of the Ontario Society for the Study of Argumentation (OSSA).
    In this paper I argue that underlying phronêsis is the more foundational virtue of a willingness to be rationally persuaded. A WTBRP is a virtue in the sense that it fulfills the doctrine of the mean by falling between two vices – never sticking to your position and never giving it up. Articulating a WTBRP in this way also helps address problems phronêsis faces in light of implicit bias research.
    Direct download  
     
    Export citation  
     
    Bookmark  
  • On the Norms of Visual Argument: A Case for Normative Non-Revisionism.David Godden - 2017 - Argumentation 31 (2):395-431.
    Visual arguments can seem to require unique, autonomous evaluative norms, since their content seems irreducible to, and incommensurable with, that of verbal arguments. Yet, assertions of the ineffability of the visual, or of visual-verbal incommensurability, seem to preclude counting putatively irreducible visual content as functioning argumentatively. By distinguishing two notions of content, informational and argumentative, I contend that arguments differing in informational content can have equivalent argumentative content, allowing the same argumentative norms to be rightly applied in their evaluation.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • 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.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • The Rise of Informal Logic: Essays on Argumentation, Critical Thinking, Reasoning and Politics.Ralph H. Johnson - unknown
    We are pleased to release this edition of Ralph Johnson’s The Rise of Informal Logic as Volume 2 in the series Windsor Studies in Argumentation. This edition is a reprint of the previous Vale Press edition with some typographical errors and other minor mistakes corrected. The prime motive for gathering Ralph H. Johnson’s essays under one cover is their clear articulation of the goals, concerns and problems of the discipline of informal logic. To my knowledge all of the published articles, (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Debatable Truths: What Buddhist Argumentation Reveals About Critical Thinking.Ligeia Lugli - 2015 - Contemporary Buddhism 16 (2):371-400.
    Asian students have often been reported to struggle with Western-style critical thinking. A good understanding of what constitutes this intellectual practice might help them overcome some of their difficulties. To this end, a precise definition is necessary. This paper offers a contribution in this regard. First, it presents a summary of the debate on this subject and spells out the three elements that, according to most theorists, constitute critical thinking, i.e., logico-argumentative abilities, dispositions to inquiry and evaluative epistemology. Second, it (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Rationality and Epistemic Dependence.Harvey Siegel - 1988 - Educational Philosophy and Theory 20 (1):1–6.
  • Objectivity and Rationality in Epistemology and Education: Scheffler's Middle Road.Alven Neiman & Harvey Siegel - 1993 - Synthese 94 (1):55 - 83.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Connections Between Pedagogical and Epistemological Constructivism: Questions for Teaching and Research in Chemistry. [REVIEW]Donald J. Wink - 2006 - Foundations of Chemistry 8 (2):111-151.
    The rich and ongoing debate about constructivism in chemistry education includes questions about the relationship, for better or worse, between applications of the theory in pedagogy and in epistemology. This paper presents an examination of the potential to use connections of epistemological and pedagogical constructivism to one another. It examines connections linked to the content, processes, and premises of science with a goal of prompting further research in these areas.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  • 'Radical' Pedagogy Requires 'Conservative' Epistemology.Harvey Siegel - 1995 - Journal of Philosophy of Education 29 (1):33–46.
  • Critical Thinking as a Source of Respect for Persons: A Critique.Christine Doddington - 2007 - Educational Philosophy and Theory 39 (4):449–459.
    Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  • Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Re‐Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck‐Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460–470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • The Generalizability of Critical Thinking.Harvey Siegel - 1991 - Educational Philosophy and Theory 23 (1):18–30.
  • Neither Humean nor (Fully) Kantian Be: Reply to Cuypers.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (3):535–547.
  • The Limits of A Priori Philosophy.Harvey Siegel - 1992 - Studies in Philosophy and Education 11 (3):265-284.
  • A Meta-Level Approach to the Problem of Defining ‘Critical Thinking’.Ralph H. Johnson & Benjamin Hamby - 2015 - Argumentation 29 (4):417-430.
    The problem of defining ‘critical thinking’ needs a fresh approach. When one takes into consideration the sheer quantity of definitions and their obvious differences, an onlooker might be tempted to conclude that there is no inherent meaning to the term: that each author seems to consider that he or she is free to offer a definition that suits them. And, with a few exceptions, there has not been much discussion among proposers about the strength and weaknesses of the attempted definitions. (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Intuition and the Socratic Method: Two Opposed Ways of Knowing?Anthony G. Rud - 1994 - Studies in Philosophy and Education 13 (1):65-75.
    Socratic method and intuition are two ways of knowing commonly thought as opposed. The author shows how both ways of knowing can be linked in an education that has philosophy as its armature.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  • Foundations of Criticality: Applications of Traditional Monastic Pedagogy in Myanmar.Pyi Phyo Kyaw - 2015 - Contemporary Buddhism 16 (2):401-427.
    It is well documented in scholarship that standardized, non-secularized monastic examinations in Myanmar have resulted in an education system that focuses on rote learning. Through a multidisciplinary study of monastic education in Myanmar and modern educational theories, this article investigates how Burmese monks and nuns study Buddhist texts in formal monastic curricula and what pedagogical and learning approaches are applied in their study of Buddhist texts. I shall give particular attention to the process of acquiring expert knowledge through the use (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Rationality and Judgment.Harvey Siegel - 2004 - Metaphilosophy 35 (5):597-613.
  • On the Priority of Agent-Based Argumentative Norms.David Godden - 2016 - Topoi 35 (2):345-357.
    This paper argues against the priority of pure, virtue-based accounts of argumentative norms [VA]. Such accounts are agent-based and committed to the priority thesis: good arguments and arguing well are explained in terms of some prior notion of the virtuous arguer arguing virtuously. Two problems with the priority thesis are identified. First, the definitional problem: virtuous arguers arguing virtuously are neither sufficient nor necessary for good arguments. Second, the priority problem: the goodness of arguments is not explained virtuistically. Instead, being (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Philosophy, Critical Thinking and Philosophy for Children1.Marie‐France Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Must an Educated Being Be a Human Being?Robert D. Heslep - 2009 - Studies in Philosophy and Education 28 (4):329-349.
  • 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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Education for Critical Thinking: Can It Be Non‐Indoctrinative?Stefaan E. Cuypers & Ishtiyaque Haji - 2006 - Educational Philosophy and Theory 38 (6):723–743.
    An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  • Reason and Refutation: A Review of Two Recent Books by Harvey Siegel. [REVIEW]Mark Weinstein - 1992 - Studies in Philosophy and Education 11 (3):231-263.
  • The Vices of Argument.Andrew Aberdein - 2016 - Topoi 35 (2):413-422.
    What should a virtue theory of argumentation say about fallacious reasoning? If good arguments are virtuous, then fallacies are vicious. Yet fallacies cannot just be identified with vices, since vices are dispositional properties of agents whereas fallacies are types of argument. Rather, if the normativity of good argumentation is explicable in terms of virtues, we should expect the wrongness of bad argumentation to be explicable in terms of vices. This approach is defended through analysis of several fallacies, with particular emphasis (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Is 'Education' a Thick Epistemic Concept?Harvey Siegel - 2008 - Philosophical Papers 37 (3):455-469.
    Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Leonard J. Waks : Leaders in Education: Intellectual Self-Portraits.Frederick S. Ellett - 2010 - Studies in Philosophy and Education 29 (3):315-320.
  • Is Respecting Children's Rationality in Their Best Interest in an Authoritarian Context?Parvaneh Ghazinejad & Claudia Ruitenberg - 2014 - Ethics and Education 9 (3):317-328.
    Based on the experiences of one of the authors teaching philosophy for children in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect for children's capacity for rational thought must be balanced with responsibility for their safety in their community. In other words, children's ‘best interest’ must consider children both as (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  • Ultimate Educational Aims, Overridingness, and Personal Well-Being.Ishtiyaque Haji & Stefaan E. Cuypers - 2011 - Studies in Philosophy and Education 30 (6):543-556.
    Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  • The Rationality of Science, Critical Thinking, and Science Education.Harvey Siegel - 1989 - Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   9 citations