Informal Logic 18 (1):57-82 (1996)
AbstractIn this paper I discuss the opportunities and difficulties of teaching critical reasoning in a rapidly transforming society such as South Africa. I argue that the real benefits for students of such courses outweigh the pessimism of John McPeck and Richard Paul that they do little, if any, good. This paper is based on my experience of having taught critical reasoning at school and university level in South Africa during the early 90's
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