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Tracy Bowell [20]Tracy A. Bowell [1]
  1.  84
    Virtue and Argument: Taking Character Into Account.Tracy Bowell & Justine Kingsbury - 2013 - Informal Logic 33 (1):22-32.
    In this paper we consider the prospects for an account of good argument that takes the character of the arguer into consideration. We conclude that although there is much to be gained by identifying the virtues of the good arguer and by considering the ways in which these virtues can be developed in ourselves and in others, virtue argumentation theory does not offer a plausible alternative definition of good argument.
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  2. Critical Thinking: A Concise Guide.Tracy Bowell & Gary Kemp - 2001 - Routledge.
    _Critical Thinking_ is a much-needed guide to thinking skills and above all to thinking critically for oneself. Through clear discussion, students learn the skills required to tell a good argument from a bad one. Key features include: *jargon-free discussion of key concepts in argumentation *how to avoid confusions surrounding words such as 'truth', 'knowledge' and 'opinion' *how to identify and evaluate the most common types of argument *how to spot fallacies in arguments and tell good reasoning from bad *topical examples (...)
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  3.  20
    Critical Thinking. A Concise Guide.Tracy Bowell & Gary Kemp - 2001 - Revue Philosophique de la France Et de l'Etranger 194 (1):128-128.
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  4.  19
    Critical Thinking and the Argumentational and Epistemic Virtues.Tracy Bowell & Justine Kingsbury - unknown
    In this paper we argue that while a full-blown virtue-theoretical account of argumentation is implausible, there is scope for augmenting a conventional account of argument by taking a character-oriented turn. We then discuss the characteristics of the good epistemic citizen, and consider approaches to nurturing these characteristics in critical thinking students, in the hope of addressing the problem of lack of transfer of critical thinking skills to the world outside the classroom.
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  5.  13
    Measuring Critical Thinking About Deeply Held Beliefs.Ilan Goldberg, Justine Kingsbury & Tracy Bowell - unknown
    The California Critical Thinking Dispositions Inventory is a commonly used tool for measuring critical thinking dispositions. However, research on the efficacy of the CCTDI in predicting good thinking about students’ own deeply held beliefs is scant. In this paper we report on preliminary results from our ongoing study designed to gauge the usefulness of the CCTDI in this context.
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  6.  53
    Making Manifest.Tracy Bowell - 2001 - Teaching Philosophy 24 (2):133-142.
    This paper considers the use of Derek Jarman’s film “Wittgenstein” as a valuable resource for those writing upon, thinking about, and teaching Wittgenstein’s philosophy, especially in understanding Wittgenstein’s approach to questions about language and its relationship to reality. The paper begins by considering the role biography plays in philosophical scholarship and how, in the case of Wittgenstein, this has a particularly significant role. Next, the paper describes the form and content of the film before moving to a discussion of strategies (...)
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  7.  15
    Making Manifest: Viewing Wittgenstein’s Philosophy Through Derek Jarman’s Lens.Tracy Bowell - 2001 - Teaching Philosophy 24 (2):133-142.
    This paper considers the use of Derek Jarman’s film “Wittgenstein” as a valuable resource for those writing upon, thinking about, and teaching Wittgenstein’s philosophy, especially in understanding Wittgenstein’s approach to questions about language and its relationship to reality. The paper begins by considering the role biography plays in philosophical scholarship and how, in the case of Wittgenstein, this has a particularly significant role. Next, the paper describes the form and content of the film before moving to a discussion of strategies (...)
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  8. Alice Crary and Rupert Read, Eds., The New Wittgenstein Reviewed By.Tracy Bowell - 2002 - Philosophy in Review 22 (3):173-175.
     
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  9. Alice Crary and Rupert Read, Eds., The New Wittgenstein. [REVIEW]Tracy Bowell - 2002 - Philosophy in Review 22:173-175.
     
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  10.  12
    Commentary on Explicating and Negotiating Bias in Interdisciplinary Argumentation Using Abductive Tools.Tracy A. Bowell - unknown
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  11.  16
    Commentary On: Tone Kvernbekk's "Evidence-Based Practice , Means-End Reasoning and Goal Directed Theories".Tracy Bowell - unknown
  12.  25
    Critical Thinking: A Concise Guide. 5th Edition.Tracy Bowell, Robert Cowan & Gary Kemp - 2019 - Routledge.
    Now with Venn Diagrams, expanded Extended Examples (nice work, Robert), and the latest trends in Rhetoric, post-truth etc. (nice work, Tracy).
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  13.  2
    Editor's Note.Tracy Bowell - 2021 - Informal Logic 41 (1):81-106.
    In this paper, I consider whether there are limits to virtuous argumentation in certain situations. I consider three types of cases: 1) arguing against denier discourses, 2) arguing with people who make bigoted claims, and 3) cases in which marginalised people are expected to exercise virtues of argument from a position of limited agency. For each type of case, I look at where limits to arguing responsibly might be drawn. I argue that there are situations in which we might withdraw (...)
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  14.  14
    First Page Preview.Tracy Bowell, Gary Kemp, Harry Brighouse, Judith Butler & Gender Trouble Feminism - 2006 - British Journal for the History of Philosophy 14 (4).
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  15.  46
    How Can We Get Students to Think Critically About Intransigent Beliefs?Tracy Bowell & Justine Kingsbury - 2017 - Teaching Philosophy 40 (4):395-405.
    Part of the job of the philosophy teacher, and in particular the critical thinking teacher, is to encourage students to critically examine their own beliefs. There are some beliefs that are difficult to think critically about, even for those who have critical thinking skills and are committed to applying them to their own beliefs. These resistant beliefs are not all of a kind, and so a range of different strategies may be needed to get students to think critically about them. (...)
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  16. James Conant and Urszula M. Zeglen, Eds., Hilary Putnam: Pragmatism and Realism Reviewed By.Tracy Bowell - 2003 - Philosophy in Review 23 (3):166-168.
     
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  17.  19
    On Engaging with Others: A Wittgensteinian Approach to Problems with Deeply Held Beliefs.Tracy Bowell - 2016 - Educational Philosophy and Theory:1-11.
    My starting point for this paper is a problem in critical thinking pedagogy—the difficult of bringing students to a point where they are able, and motivated, critically to evaluate their own deeply held beliefs. I first interrogate the very idea of a deeply held belief, drawing upon Wittgenstein’s idea of a framework belief—a belief that forms part of a ‘scaffolding’ for our thoughts—or of a belief that functions as a hinge around which other beliefs pivot. I then examine the role (...)
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  18.  15
    On Engaging with Others: A Wittgensteinian Approach to (Some) Problems with Deeply Held Beliefs.Tracy Bowell - 2018 - Educational Philosophy and Theory 50 (5):478-488.
    My starting point for this paper is a problem in critical thinking pedagogy—the difficult of bringing students to a point where they are able, and motivated, critically to evaluate their own deeply held beliefs. I first interrogate the very idea of a deeply held belief, drawing upon Wittgenstein’s idea of a framework belief—a belief that forms part of a ‘scaffolding’ for our thoughts—or of a belief that functions as a hinge around which other beliefs pivot. I then examine the role (...)
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  19.  15
    Response to the Editorial ‘Education in a Post-Truth World’.Tracy Bowell - 2017 - Educational Philosophy and Theory 49 (6):582-585.
  20.  10
    Response to Our Commentator.Ilan Goldberg, Justine Kingsbury & Tracy Bowell - unknown
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  21.  2
    Reply to Commentary on Thinking Critically About Beliefs It’s Hard to Think Critically About.Justine M. Kingsbury & Tracy Bowell - unknown
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