32 found
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  1.  42
    Reason in the Balance: An Inquiry Approach to Critical Thinking.Sharon Bailin & Mark Battersby - 2016 - Cambridge: Hackett Publishing Company. Edited by Mark Battersby.
    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 (...)
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  2. Critical Thinking.Sharon Bailin & Harvey Siegel - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 181–193.
    This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.
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  3. Critical thinking and science education.Sharon Bailin - 2002 - Science & Education 11 (4):361-375.
  4.  65
    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 (...)
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  5.  15
    Is There a Role for Adversariality in Teaching Critical Thinking?Sharon Bailin & Mark Battersby - 2020 - 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 (...)
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  6.  26
    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.
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  7.  27
    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.
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  8.  17
    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 (...)
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  9.  99
    Critical and Creative Thinking.Sharon Bailin - 1987 - Informal Logic 9 (1).
  10.  73
    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 (...)
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  11.  22
    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.
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  12.  6
    Achieving Extraordinary Ends: An Essay on Creativity.David Swanger & Sharon Bailin - 1989 - Journal of Aesthetic Education 23 (4):118.
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  13. Education, knowledge and critical thinking.Sharon Bailin - 1998 - In David Carr (ed.), Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge.
     
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  14.  15
    Other People's Products: The Value of Performing and Appreciating.Sharon Bailin - 1993 - The Journal of Aesthetic Education 27 (2):59.
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  15.  29
    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 (...)
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  16. Inclusion and epistemology: The price is right.Sharon Bailin - forthcoming - Philosophy of Education.
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  17.  88
    On creativity as making: A reply to götz.Sharon Bailin - 1983 - Journal of Aesthetics and Art Criticism 41 (4):437-442.
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  18. 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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  19.  27
    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 (...)
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  20.  25
    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 (...)
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  21.  28
    Critical Thinking, Rational Evaluation, and Strong Poetry: A Response to Hatcher.Sharon Bailin - 1994 - Informal Logic 16 (3).
  22.  10
    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.
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  23.  29
    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 (...)
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  24.  18
    Creativity or Quality.Sharon Bailin - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (3):3-6.
  25.  5
    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.
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  26.  1
    Aesthetic Criticism, Interpretation, and the Creation of Ideals.Sharon Bailin - 2009 - Philosophy of Education 65:39-42.
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  27.  13
    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?
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  28.  10
    Creativity or Quality.Sharon Bailin - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (3):3-6.
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  29.  7
    In the Spaces between the Words: Play Production as an Interpretive Enterprise.Sharon Bailin - 2001 - The Journal of Aesthetic Education 35 (2):67.
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  30.  1
    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.
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  31.  5
    Rationality and Intuition.Sharon Bailin - 1991 - Paideusis: Journal of the Canadian Philosophy of Education Society 4 (2):17-26.
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  32.  1
    The Virtue of Critical Thinking.Sharon Bailin - 2003 - Philosophy of Education 59:327-329.
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