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  1. Argumentation, Metaphor, and Analogy: It's Like Something Else.Chris A. Kramer - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (2).
    A "good" arguer is like an architect with a penchant for civil and civic engineering. Such an arguer can design and present their reasons artfully about a variety of topics, as good architects do with a plenitude of structures and in various environments. Failures in this are rarely hidden for long, as poor constructions reveal themselves, often spectacularly, so collaboration among civical engineers can be seen as a virtue. Our logical virtues should be analogous. When our arguments fail due to (...)
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    Teaching Critical Thinking Skills and Philosophy to Adolescents.Jeff Buechner - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):22-40.
    This paper examines relationships between teaching critical thinking and teaching philosophy to adolescents (ages 12–17). The focus is on argumentation, especially on the method used to determine how well the premises of an argument support its conclusion. The method is the method of counterexamples. This article describes the results of teaching this method to adolescents (ages 12–17) who were participants in a summer enrichment program at Rutgers University-Newark, the Rutgers-Merck Summer Bioethics Institute. The participants were to learn about the philosophical (...)
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    Without friends no one would choose to live.Desirae Embree & Claire Katz - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):3-21.
    In June 2016, Texas A&M University hosted its inaugural philosophy camp for teens. In this article, we address how running a philosophy camp for pre-college students can have a positive impact on both the campers and the staff, which included philosophy faculty, graduate students (Philosophy and English), and undergraduates. We designed the week-long (Monday through Friday, 9 a.m.–4 p.m.) philosophy camp with three aims: to introduce pre-college students to philosophical thinking and dialogue; to develop an intellectual community among the campers; (...)
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    Introduction to Volume 33.Jaime Grinberg - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):1-2.
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    Does One’s Major Affect Critical Thinking Scores?Donald Hatcher & Molly Ireland - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):74-93.
    Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.
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    The Development of Caring Open-mindedness is at the Heart of True Critical Thinking in Philosophy for Children.Johanna Hawken - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):41-55.
    When critical thinking occurs in a collective context such as a Philosophy for Children workshop, it cannot be considered simply as an intellectual exercise, insofar as it depends on social interactions in the philosophical dialogue. This is why, in line with the works of Matthew Lipman, critical thinking should be taught and practiced as an exercise based on the development of caring thinking among children. Furthermore, open-mindedness, defined as the ability of the child to welcome intellectually and ethically divergent ideas, (...)
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    Validity and Reliability Testing of the International Critical Thinking Essay Test form A (ICTET-A).Helena Hollis, Marina Rachitskiy, Leslie van der Leer & Linda Elder - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):94-116.
    This study assessed the International Critical Thinking Essay Test (ICTET-A) for inter-rater reliability, internal reliability, and criterion validity. A self-selecting sample of participants (N = 100) completed the ICTET-A and a comparison test online. We found the ICTET-A items to have moderate to good levels of inter-rater reliability, and overall excellent inter-rater consistency for total test scores. The test had good internal reliability. There was a strong correlation between scores on the ICTET-A and the comparison test. Factor analysis showed that (...)
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    How Did Philosophy Get Back in the Twentieth Century Pre–High School Classroom?Paul A. Wagner - 2024 - Inquiry: Critical Thinking Across the Disciplines 33 (1):56-73.
    Matthew Lipman befriended me at an APA meeting in 1974. Through more than twenty years of phone calls, I got to chat with, consult with, and learn from Matt the details and challenges of developing philosophy for children. He acknowledged that I convinced him that the program needed “branding,” lest anyone present similar-sounding programs—some of which might be good and others not. He got a snippet of a video of my teaching troubled sixth-graders with his book Harry Stottlemeier’s Discovery on (...)
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