Informal Logic 35 (2):183-203 (2015)

Authors
Jeffrey Maynes
St. Lawrence University
Abstract
Teaching critical thinking skill is a central pedagogical aim in many courses. These skills, it is hoped, will be both portable and durable. Yet, both of these virtues are challenged by pervasive and potent cognitive biases, such as motivated reasoning, false consensus bias and hindsight bias. In this paper, I argue that a focus on the development of metacognitive skill shows promise as a means to inculcate debiasing habits in students. Such habits will help students become more critical reasoners. I close with suggestions for implementing this strategy.
Keywords Critical Thinking  Reasoning  Metacognition
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DOI 10.22329/il.v35i2.4187
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References found in this work BETA

Dual-Process Theories of Higher Cognition Advancing the Debate.Jonathan Evans & Keith E. Stanovich - 2013 - Perspectives on Psychological Science 8 (3):223-241.
Why Do Humans Reason? Arguments for an Argumentative Theory.Dan Sperber - 2011 - Behavioral and Brain Sciences 34 (2):57.

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Citations of this work BETA

Inquiry: A New Paradigm for Critical Thinking.Mark Battersby (ed.) - 2018 - Windsor, Canada: Windsor Studies in Argumentation.
Come Now, Let Us Reason Together.Austin Dacey - 2020 - Informal Logic 40 (1):47-76.

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