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Robert H. Ennis [35]Robert Hugh Ennis [2]
  1. Enumerative Induction and Best Explanation.Robert H. Ennis - 1968 - Journal of Philosophy 65 (18):523-529.
  2.  81
    Identifying Implicit Assumptions.Robert H. Ennis - 1982 - Synthese 51 (1):61 - 86.
  3. Critical Thinking Dispositions: Their Nature and Assessability.Robert H. Ennis - 1996 - Informal Logic 18 (2).
    Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, and (...)
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  4.  36
    Argument Appraisal Strategy: A Comprehensive Approach.Robert H. Ennis - 2001 - Informal Logic 21 (2).
    A popular three-stage argument appraisal strategy calls for (1) identifying the parts of the argument, (2) classifYing the argument as deductive, inductive, or some other type, and (3) appraising the argument using the standards appropriate for the type. This strategy fails for a number of reasons. I propose a comprehensive alternative approach that distinguishes between inductive, deductive, and other standards; calls for the successive application of standards combined with assumption-ascription, according to policies that depend for their selection on the goals (...)
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  5.  15
    Logic in Teaching.Robert Hugh Ennis - 1969 - Englewood Cliffs, NJ, USA: Englewood Cliffs, N.J., Prentice-Hall.
  6. Gender Bias in Critical Thinking: Continuing the Dialogue.Jennifer Wheary & Robert H. Ennis - 1995 - Educational Theory 45 (2):213-224.
  7. Is Critical Thinking Culturally Biased?Robert H. Ennis - 1998 - Teaching Philosophy 21 (1):15-33.
    This paper attempts to respond to the critique that critical thinking courses may reflect a cultural bias. After elaborating a list of constitutive dispositions and abilities taught in the critical thinking curriculum , the author considers arguments for why several of these might reflect Western, non-universal values. In each case, the author argues for the conclusion that these values, though they could be applied in ways that reflect a cultural bias, are not inherently biased. Next, the author offers an outline (...)
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  8. A Conception of Rational Thinking.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  9.  11
    Probably.Robert H. Ennis - unknown
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  10.  35
    Equality of Educational Opportunity.Robert H. Ennis - 1976 - Educational Theory 26 (1):3-18.
  11.  49
    Applying Soundness Standards to Qualified Reasoning.Robert H. Ennis - 2004 - Informal Logic 24 (1):23-39.
    Defining qualified reasoning as reasoning containing such loose qualifying words as 'probably,' 'usually,' 'probable, 'likely,' 'ceteris paribus,' and 'primafacie, Ennis argues that typical cases of qualified reasoning, though they might be good arguments, are deductively invalid, implying that such arguments fail soundness standards. He considers and rejects several possible alternative ways of viewing such cases, ending with a proposal for applying qualified soundness standards, which requires employment of sufficient background knowledge, sensitivity, experience and understanding of the situation. All of this (...)
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  12.  44
    A Conception of Deductive Logic Competence.Robert H. Ennis - 1981 - Teaching Philosophy 4 (3/4):337-385.
  13.  33
    Problems in Testing Informal Logic Critical Thinking Reasoning Ability.Robert H. Ennis - 1984 - Informal Logic 6 (1).
  14.  60
    Nationwide Testing of Critical Thinking for Higher Education: Vigilance Required.Robert H. Ennis - 2008 - Teaching Philosophy 31 (1):1-26.
    The Spellings Commission recommends widespread critical-thinking testing to help determine the “value added” by higher education institutions—with the data banked and made available in order to enable parents, students, and policy makers to compare institutions and hold them accountable. Because of the likely and desirable promotion of critical thinking that would result from the Commission’s program, I recommend cooperation by critical-thinking faculty and administrators, but only if there is much less comparability and considerably deeper transparency of the tests and their (...)
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  15.  17
    Is Answering Questions Teaching?Robert H. Ennis - 1986 - Educational Theory 36 (4):343-347.
  16.  14
    Book Review Section 1. [REVIEW]Richard A. Brosio, Thomas A. Brindley, Mary Lynn Stewart, Luisa Duran, Leroy Ortiz, Louis Goldman, Henry W. Hodysh, Robert H. Ennis, Fazal A. Rizvi & Brian Crittenden - 1992 - Educational Studies 23 (4):423-482.
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  17.  33
    An Elaboration of a Cardinal Goal of Science Instruction: Scientific Thinking.Robert H. Ennis - 1991 - Educational Philosophy and Theory 23 (1):31-44.
    SummaryIn this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application (...)
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  18.  31
    Mackie's Singular Causality and Linked Overdetermination.Robert H. Ennis - 1982 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1982:55 - 64.
    Necessary-condition analyses of singular causal claims are particularly vulnerable to cases of linked overdetermination, so named because the nonoperation of the back-up factor (in fail-safe cases) or the preempted factor (in preemptive cases) is linked to the operation of the actual cause. As an example J. L. Mackie's analysis is here challenged with a simple switch-light case. Three replies are considered, a facts-vs.-events reply, a different-effect reply, and an in-the-circumstances reply. All are found deficient.
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  19.  23
    Description, Explanation, and Circularity.Robert H. Ennis - 1978 - Behavioral and Brain Sciences 1 (2):184-185.
  20.  10
    Correlation and Causality.Michael Hoppmann & Robert H. Ennis - unknown
    This paper provides an analysis of the argument from cause and effect and a comparison of its various types with the argument from correlation. It will be claimed that arguments from causality and from correlation should be treated as equivalent for argumentative purposes. The main advantages of this approach as well as possible theo-retical objections will be discussed.
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  21.  27
    Learning One's Responses and Only One's Responses.Robert H. Ennis - 1960 - Studies in Philosophy and Education 1 (4-5):202-211.
  22.  27
    Causation and Liability.John Martin Fischer & Robert H. Ennis - 1986 - Philosophy and Public Affairs 15 (1):33-40.
  23. For Further Information Please Write: Conference 95 Mailstop 3G3 Center for Professional Development George Mason University. [REVIEW]Sharon Bailin, Robert H. Ennis, Maurice Finnochiaro, Alec Fisher, James Freeman, David Hitehcock, Matthew Lipman, Richard Paul, Michael Scriven & Douglas Walton - 1995 - Argumentation 9:260.
     
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  24.  33
    Analysis and Defense of Sole Singular Causal Claims.Robert H. Ennis - unknown
    To claim that x was the cause of y is 1) to assume that x was one of a number of things, each of which together with the others was sufficient to have brought about y, and 2) to deem x responsible for the occurrence of y. A best-explanation argument, including application to cases, is offered in defense of this analysis, which holds that claiming that something is the cause is, in part, a speech act that reflects the cause selector’s (...)
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  25.  9
    Commentary On: Ilan Goldberg, Justine Kingsbury and Tracy Bowell's "Measuring Critical Thinking About Deeply Held Beliefs".Robert H. Ennis - unknown
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  26.  10
    Commentary on Tseronis.Robert H. Ennis - unknown
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  27.  33
    Ideal Critical Thinkers Are Disposed To.Robert H. Ennis - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):4-4.
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  28. John McPeck's Teaching Critical Thinking.Robert H. Ennis - 1992 - Educational Studies 23 (4):462-472.
     
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  29.  26
    "Logic and Language of Education" by George F. Kneller.Robert H. Ennis - 1968 - Studies in Philosophy and Education 6 (1):38.
  30. Ordinary Logic.Robert Hugh Ennis - 1969 - Englewood Cliffs, NJ, USA: Englewood Cliffs, N.J., Prentice-Hall.
  31.  42
    Qualified Reasoning Approaching Deductive Validity.Robert H. Ennis - unknown
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  32. Response.Robert H. Ennis - 1960 - Philosophy of Education:33.
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  33. Rational Thinking and Educational Practice.Robert H. Ennis - 1981 - In Jonas F. Soltis & Kenneth J. Rehage (eds.), Philosophy and Education. University of Chicago Press.
     
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  34. Reply to Mary Anne Raywid.Robert H. Ennis - 1961 - Studies in Philosophy and Education 2 (1):96.
     
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  35.  22
    The Psychology of Deduction.Robert H. Ennis - 1983 - Teaching Philosophy 6 (1):46-48.
  36. The Rationality of Rationality: Why Think Critically.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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  37. The Responsibility of a Cause.Robert H. Ennis - forthcoming - Philosophy of Education.
     
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