Authors
Serge Robert
Université du Québec à Montreal
Guillaume Beaulac
Carleton University
Abstract
Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical thinking and logic more efficiently. In this article, we want to present this approach and explore these leads in order to make some pedagogical recommendations and lay the foundations of a framework. We will put forward an example of the application of this research program with philosophy for children.
Keywords critical thinking  teaching  dual-process theories
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References found in this work BETA

The Modularity of Mind.Robert Cummins & Jerry Fodor - 1985 - Philosophical Review 94 (1):101.
The Modularity of Mind. [REVIEW]Robert Cummins - 1985 - Philosophical Review 94 (1):101-108.

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