Topoi 40 (5):951-961 (2021)
AbstractThere has been considerable recent debate regarding the possible epistemic benefits versus the potential risks of adversariality in argumentation. Nonetheless, this debate has rarely found its way into work on critical thinking theory and instruction. This paper focuses on the implications of the adversariality debate for teaching critical thinking. Is there a way to incorporate the benefits of adversarial argumentation while mitigating the problems? Our response is an approach based on dialectical inquiry which focuses on a confrontation of opposing views within a collaborative framework.
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Citations of this work
Argumentative Adversariality, Contrastive Reasons, and the Winners-and-Losers Problem.Scott Aikin - 2021 - Topoi 40 (5):837-844.
Adversarial Argument, Belief Change, and Vulnerability.Moira Howes & Catherine Hundleby - 2021 - Topoi 40 (5):859-872.
References found in this work
The Enigma of Reason.Dan Sperber & Hugo Mercier (eds.) - 2017 - Cambridge, MA, USA: Harvard University Press.
Educating Reason: Rationality, Critical Thinking, and Education.Harvey Siegel - 1988 - Routledge.