Cham, Switzerland: Springer (2022)

Authors
Alessia Marabini
University of Aberdeen
Abstract
This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice.
Keywords Critical Thinking, Material Inference, Analyticity and A Priority, Reasoning, Formal Reasoning Instruction Theory, Skills, Epistemic Injustice, Backtracking Fallacy, Bildung, Competence, Rational Imagination, Education, Teaching
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Reprint years 2022
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ISBN(s) 3030957136   9783030957131
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References found in this work BETA

Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - 2020 - Journal of Philosophy of Education 54 (3):492-506.
Naturalism, Fallibilism, and the a Priori.Lisa Warenski - 2009 - Philosophical Studies 142 (3):403-426.

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