38 found
Order:
  1.  18
    Reason in the Balance: An Inquiry Approach to Critical Thinking.Sharon Bailin & Mark Battersby - 2016 - Hackett Publishing Company.
    Unlike most texts in critical thinking, _Reason in the Balance_ focuses broadly on the practice of critical inquiry, the process of carefully examining an issue in order to come to a reasoned judgment. Although analysis and critique of individual arguments have an important role to play, this text goes beyond that dimension to emphasize the various aspects that go into the practice of inquiry, including identifying issues and relevant contexts, understanding competing cases, and making a comparative judgment._ Distinctive Features of (...)
    Direct download  
     
    Export citation  
     
    Bookmark   24 citations  
  2.  71
    Critical Thinking.Sharon Bailin & Harvey Siegel - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 181--193.
    Direct download  
     
    Export citation  
     
    Bookmark   33 citations  
  3. Critical Thinking and Science Education.Sharon Bailin - 2002 - Science & Education 11 (4):361-375.
  4.  52
    Fostering the Virtues of Inquiry.Sharon Bailin & Mark Battersby - 2016 - Topoi 35 (2):367-374.
    This paper examines what constitute the virtues of argumentation or critical thinking and how these virtues might be developed. We argue first that the notion of virtue is more appropriate for characterizing this aspect than the notion of dispositions commonly employed by critical thinking theorists and, further, that it is more illuminating to speak of the virtues of inquiry rather than of argumentation. Our central argument is that learning to think critically is a matter of learning to participate knowledgeably and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  5.  6
    Is There a Role for Adversariality in Teaching Critical Thinking?Sharon Bailin & Mark Battersby - 2021 - Topoi 40 (5):951-961.
    There has been considerable recent debate regarding the possible epistemic benefits versus the potential risks of adversariality in argumentation. Nonetheless, this debate has rarely found its way into work on critical thinking theory and instruction. This paper focuses on the implications of the adversariality debate for teaching critical thinking. Is there a way to incorporate the benefits of adversarial argumentation while mitigating the problems? Our response is an approach based on dialectical inquiry which focuses on a confrontation of opposing views (...)
    Direct download (3 more)  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  6.  36
    Is Critical Thinking Biased? Clarifications and Implications.Sharon Bailin - 1995 - Educational Theory 45 (2):191-197.
  7.  18
    Inquiry: A Dialectical Approach to Teaching Critical Thinking.Sharon Bailin & Mark Battersby - unknown
    We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  8.  20
    Critical Thinking and Cognitive Biases.Mark Battersby & Sharon Bailin - unknown
    We argue that psychological research can enhance the identification of reasoning errors and the development of an appropriate pedagogy to instruct people in how to avoid these errors. In this paper we identify some of the findings of psychologists that help explain some common fallacies, give examples of fallacies identified in the research that have not been typically identified in philosophy, and explore ways in which this research can enhance critical thinking instruction.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  9.  14
    The Problem With Percy: Epistemology, Understanding and Critical Thinking.Sharon Bailin - 1999 - Informal Logic 19 (2).
    Most current conceptions of critical thinking conceive of critical thinking in terms of abilities and dispositions. In this paper I describe a common type of problem students experience with critical thinking and argue that conceptualizations in terms of abilities and dispositions do not provide a way to understand this problem. I argue, further, that a useful way to think about the problem is in terms of epistemological understanding, and that this way of thinking about the issue can provide both pedagogical (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  10.  71
    Critical and Creative Thinking.Sharon Bailin - 1987 - Informal Logic 9 (1).
  11.  62
    Critical Inquiry: Considering the Context. [REVIEW]Mark Battersby & Sharon Bailin - 2011 - Argumentation 25 (2):243-253.
    In this paper we discuss the relevance of considering context for critical thinking. We argue that critical thinking is best viewed in terms of ‘critical inquiry’ in which argumentation is seen as a way of arriving at reasoned judgments on complex issues. This is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Using the model which we have developed for teaching critical thinking as critical inquiry, we demonstrate the role played by the following (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  12.  14
    Fallacy Identification in a Dialectical Approach to Teaching Critical Thinking.Mark Battersby, Sharon Bailin & Jan Albert van Laar - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (1):9-16.
    The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fallacies as argument patterns whose persuasive power is disproportionate to their probative value.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  13.  5
    Achieving Extraordinary Ends: An Essay on Creativity.David Swanger & Sharon Bailin - 1989 - Journal of Aesthetic Education 23 (4):118.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  14. Education, Knowledge and Critical Thinking.Sharon Bailin - 1998 - In David Carr (ed.), Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge.
     
    Export citation  
     
    Bookmark   3 citations  
  15.  1
    Skills, Generalizability and Critical Thinking.Sharon Bailin - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 29:19-25.
    Conceptualizations of critical thinking framed in terms of mental processes have been highly influential in contemporary education. Such conceptualizations have, however, been criticized by philosophers of education both because of the problematic nature of the notion of mental processes and because of their lack of a normative dimension. I argue, however, that the reliance on the notion of skills in the accounts of some of these same philosophers renders their accounts potentially subject to some of the same criticisms which they (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  16.  26
    Is Argument for Conservatives? Or Where Do Sparkling New Ideas Come From?Sharon Bailin - 2003 - Informal Logic 23 (1).
    Rorty claims argument is inherently conservative and philosophical progress comes from "sparkling new ideas," not argument. This assumes an untenable opposition between the generation and the evaluation of ideas, with argument relegated to evaluation. New ideas that contribute to progress arise from critical reflection on problems posed by the tradition, and constrained by the criteria governing evaluation. Thinking directed toward the criticism and evaluation of ideas or products is not algorithmic; it has a generative, creative component. An overall assessment in (...)
    Direct download (13 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  17.  21
    Reason in the Balance: Teaching Critical Thinking as Dialectical.Sharon Bailin, Mark Battersby & Patrick Clauss - unknown
    In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding an issue with the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  18.  13
    Other People's Products: The Value of Performing and Appreciating.Sharon Bailin - 1993 - Journal of Aesthetic Education 27 (2):59.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  19.  16
    High School Philosophy Teachers’ Use of Textbooks: Critical Thinking or Teaching to the Text?Laura Pinto, Graham P. McDonough & Sharon Bailin - unknown
    One of the few contexts in which high school students are introduced to argumentation is in philosophy courses. Do such teachers promote critical thinking and argumentation? We present the findings of a mixed-methods empirical study of Ontario high school philosophy teachers, providing insight into the degree to which teachers promote oppositional readings of texts in a manner consistent with critical thinking. We identify the factors that contribute to critical thinking, as well as the barriers, focusing textbooks use.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  20.  10
    Truth and Reconciliation: Comments on Coalescence.Sharon Bailin - unknown
    In Coalescent Argumentation, Michael Gilbert criticizes the "Critical-Logical Model" which he claims focuses on truth and treats arguments a-contextually; he proposes an alternative theory of coalescent argumentation which focuses on cont ent and consensus. I shall examine the dispute between the C-L and the coalescent models using the coalescent approach, thereby attempting to find which points of contention are real disagreements and which are only peripheral or apparent. Finally, I sh all examine the extent to which this examination, undertaken using (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  21.  86
    On Creativity as Making: A Reply to Götz.Sharon Bailin - 1983 - Journal of Aesthetics and Art Criticism 41 (4):437-442.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark  
  22. 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.
     
    Export citation  
     
    Bookmark  
  23. Achieving Extraordinary Ends a Philosophical Investigation of Creativity.Sharon Bailin - 1983
    No categories
     
    Export citation  
     
    Bookmark  
  24. Inclusion and Epistemology: The Price is Right.Sharon Bailin - forthcoming - Philosophy of Education.
    No categories
     
    Export citation  
     
    Bookmark  
  25. Valuing Administration: The Role of Philosophy in Educational Administration.Sharon Bailin & Jon Young - 1990 - Paideusis: Journal of the Canadian Philosophy of Education Society 4 (1):39-44.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  26.  23
    What Should I Believe?Sharon Bailin & Mark Battersby - 2017 - Teaching Philosophy 40 (3):275-295.
    “How do I figure out what to believe?” In the face of competing views, conflicting claims, distrust of expertise, and disdain for facts, this question is both understandable and pertinent. The perennial educational task of helping people to evaluate claims and compare arguments in order to engage in reasoned discourse and make reasoned judgments takes on particular urgency in the contemporary context. An obvious venue for such an endeavor is a course in critical thinking, but the way critical thinking is (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  27.  8
    Book Review Section 1. [REVIEW]Steve Tozer, Kenneth D. Benne, Karen Tice, George R. Knight, Thomas Fleming, Barbara S. Stengel, Evelina Orteza Y. Miranda, George T. Hole, Sharon Bailin & Edward G. Rozycki - 1991 - Educational Studies 22 (3):287-352.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  28.  25
    Critical Thinking, Rational Evaluation, and Strong Poetry: A Response to Hatcher.Sharon Bailin - 1994 - Informal Logic 16 (3).
  29.  17
    Creativity or Quality.Sharon Bailin - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 7 (3):3-6.
  30.  27
    Beyond the Boundaries: Critical Thinking and Differing Cultural Perspectives.Sharon Bailin & Mark Battersby - 2009 - Ethics and Education 4 (2):189-200.
    After outlining arguments for the general epistemological presumption in favour of taking into consideration alternative perspectives from other cultures, the article details several examples in which such an examination yields epistemic benefits and challenges. First, our example of alternative conceptions of art demonstrates that a western conception of art as disinterested contemplation cannot be accepted as a general characterization in that it does not adequately characterize the practice of many traditional societies. Second, the case of aboriginal justice reveals assumptions embedded (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  31.  3
    Imagination and Education (Kieran Egan and Dan Nadaner (Eds.)).Sharon Bailin - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 5 (2):39-43.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  32.  14
    Commentary On: Moira Howes' "Does Happiness Increase the Objectivity of Arguers?".Sharon Bailin - unknown
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  33.  9
    Creativity or Quality: A Deceptive Choice.Sharon Bailin - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (3):3-6.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  34.  10
    Beyond the Boundaries: The Epistemological Significance of Differing Cultural Perspectives.Sharon Bailin & Mark Battersby - unknown
    This paper explores the issue of the epistemological significance of taking into consideration alternative perspectives, particularly those from other cultures. We have a moral duty to respect the beliefs and practices of other cultures, but do we have an epistemological duty to take these beliefs and practices into consideration in our own deliberations? Are views that are held without exposure to alternatives from other cultures less credible than those that have undergone such exposure?
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  35.  5
    In the Spaces Between the Words: Play Production as an Interpretive Enterprise.Sharon Bailin - 2001 - Journal of Aesthetic Education 35 (2):67.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  36.  8
    Commentary on Sobocan.Sharon Bailin - unknown
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  37. Reason and Values: New Essays in Philosophy of Education.John Peter Portelli & Sharon Bailin - 1993 - Calgary : Detselig Enterprises.
  38.  1
    Rationality and Intuition.Sharon Bailin - 1991 - Paideusis: Journal of the Canadian Philosophy of Education Society 4 (2):17-26.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation