Topoi 37 (1):121-128 (2018)

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Abstract
We note the development of the widely employed but loosely defined construct of critical thinking from its earliest instantiations as a measure of individual ability to its current status, marked by efforts to better connect the construct to the socially-situated thinking demands of real life. Inquiry and argument are identified as key dimensions in a process-based account of critical thinking. Argument is identified as a social practice, rather than a strictly individual competency. Yet, new empirical evidence is presented documenting a role for individual reasoning competencies in supporting the effectiveness of argumentive discourse. A successful curriculum is described for employing extended engagement in dialogic argumentation as a pathway to development of individual argumentive skill.
Keywords Critical thinking  Argument  Curriculum  Assessment
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DOI 10.1007/s11245-016-9373-4
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References found in this work BETA

Why Do Humans Reason? Arguments for an Argumentative Theory.Dan Sperber - 2011 - Behavioral and Brain Sciences 34 (2):57.
Logic and Conversation.H. P. Grice - 1975 - In Donald Davidson & Gilbert Harman (eds.), The Logic of Grammar. Encino, CA: pp. 64-75.
Coalescent Argumentation.Michael A. Gilbert - 1995 - Argumentation 9 (5):837-852.

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