Results for 'critical thinking, argument mapping, inference, argument diagramming, argument visualization, informal logic'

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  1. With Good Reason: An Introduction to Critical Thinking and Argument Mapping.Jonathan Surovell - 2023 - Austin: Argumentation.
    An accessible introduction to critical thinking and argument mapping with over 30 exercises per chapter, authentic examples, and examples drawn from diverse philosophical sources. Integration with the Argumentation argument mapping app allows readers to fully engage with argument maps with screen readers and key commands. Argumentation's inference boxes make possible novel explanations of inference objections, arguments for and against analogical arguments, inference rules, and the distinction between co-premises and independent arguments.
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  2. Logic Diagrams as Argument Maps in Eristic Dialectics.Jens Lemanski - 2023 - Argumentation 37 (1):69-89.
    This paper analyses a hitherto unknown technique of using logic diagrams to create argument maps in eristic dialectics. The method was invented in the 1810s and -20s by Arthur Schopenhauer, who is considered the originator of modern eristic. This technique of Schopenhauer could be interesting for several branches of research in the field of argumentation: Firstly, for the field of argument mapping, since here a hitherto unknown diagrammatic technique is shown in order to visualise possible situations of (...)
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  3. Using Computer-Assisted Argument Mapping to Teach Reasoning to Students.Martin Davies, Ashley Barnett & Tim van Gelder - 2021 - In J. Anthony Blair (ed.), The Critical Thinking Anthology. pp. 115-152.
    Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.
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  4.  93
    Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 1).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):15-30.
    This paper is in two parts. Part I outlines three traditional approaches to the teaching of critical thinking: the normative, cognitive psychology, and educational approaches. Each of these approaches is discussed in relation to the influences of various methods of critical thinking instruction. The paper contrasts these approaches with what I call the “visualisation” approach. This approach is explained with reference to computer-aided argument mapping (CAAM) which uses dedicated computer software to represent inferences between premise and conclusions. (...)
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  5.  17
    The New Critical Thinking: An Empirically Informed Introduction (2nd edition).Jack C. Lyons & Barry Ward - 2024 - New York: Routledge.
    This innovative text is psychologically informed, both in its diagnosis of inferential errors, and in teaching students how to watch out for and work around their natural intellectual blind spots. It also incorporates insights from epistemology and philosophy of science that are indispensable for learning how to evaluate premises. The result is a hands-on primer for real world critical thinking. The authors bring a fresh approach to the traditional challenges of a critical thinking course: effectively explaining the nature (...)
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  6. Concept mapping, mind mapping argument mapping: What are the differences and do they matter?W. Martin Davies - 2011 - Higher Education 62 (3):279–301.
    In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more (...)
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  7. Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies (ed.), Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.
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  8.  9
    Critical Thinking: An Introduction to Reasoning Well.Jamie Carlin Watson & Robert Arp - 2015 - New York: Bloomsbury Publishing.
    'You shouldn't drink too much. The Earth is round. Milk is good for your bones.' Are any of these claims true? How can you tell? Can you ever be certain you are right? For anyone tackling philosophical logic and critical thinking for the first time, Critical Thinking: An Introduction to Reasoning Well provides a practical guide to the skills required to think critically. From the basics of good reasoning to the difference between claims, evidence and arguments, Robert (...)
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  9.  89
    Enhancing the Diagramming Method in Informal Logic.Dale Jacquette - 2011 - Argument: Biannual Philosophical Journal 1 (2):327-360.
    The argument diagramming method developed by Monroe C. Beardsley in his (1950) book Practical Logic, which has since become the gold standard for diagramming arguments in informal logic, makes it possible to map the relation between premises and conclusions of a chain of reasoning in relatively complex ways. The method has since been adapted and developed in a number of directions by many contemporary informal logicians and argumentation theorists. It has proved useful in practical applications (...)
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  10.  33
    On Reasoning and Argument: Essays in Informal Logic and on Critical Thinking.David Hitchcock - 2017 - Cham, Switzerland: Springer Verlag.
    This book brings together in one place David Hitchcock’s most significant published articles on reasoning and argument. In seven new chapters he updates his thinking in the light of subsequent scholarship. Collectively, the papers articulate a distinctive position in the philosophy of argumentation. Among other things, the author:• develops an account of “material consequence” that permits evaluation of inferences without problematic postulation of unstated premises.• updates his recursive definition of argument that accommodates chaining and embedding of arguments and (...)
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  11.  61
    Critical Thinking and Informal Logic: Neuropsychological Perspectives.Paul Thagard - 2011 - Informal Logic 31 (3):152-170.
    This article challenges the common view that improvements in critical thinking are best pursued by investigations in informal logic. From the perspective of research in psychology and neuroscience, hu-man inference is a process that is multimodal, parallel, and often emo-tional, which makes it unlike the linguistic, serial, and narrowly cog-nitive structure of arguments. At-tempts to improve inferential prac-tice need to consider psychological error tendencies, which are patterns of thinking that are natural for peo-ple but frequently lead to (...)
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  12.  7
    A Workbook for Arguments: A Complete Course in Critical Thinking.David R. Morrow & Anthony Weston - 2011 - Hackett Publishing Company.
    "A Workbook for Arguments" builds on Anthony Weston's "Rulebook for Arguments" to provide a complete textbook for a course in critical thinking or informal logic. "Workbook" includes: The entire text of "Rulebook," supplemented with extensive further explanations and exercises. Homework exercises adapted from a wide range of arguments from newspapers, philosophical texts, literature, movies, videos, and other sources. Practical advice to help students succeed when applying the "Rulebook's" rules to the examples in the homework exercises. Suggestions for (...)
  13.  19
    A Workbook for Arguments, Second Edition: A Complete Course in Critical Thinking.David R. Morrow & Anthony Weston - 2015 - Hackett Publishing Company.
    "A Workbook for Arguments" builds on Anthony Weston’s "A Rulebook for Arguments" to provide a complete textbook for a course in critical thinking or informal logic. The second edition adds: Updated and improved homework exercises—nearly one third are new—to ensure that the examples continue to resonate with students. Increased coverage of scientific reasoning, demonstrating how scientific reasoning dovetails with critical thinking more generally Two new activities in which students analyze arguments in their original form, as provided (...)
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  14.  15
    Critical Thinking: An Introduction to Analytical Reading and Reasoning.Larry Wright - 2001 - Oxford, England and New York, NY, USA: Oup Usa.
    Critical Thinking: An Introduction to Analytical Reading and Reasoning, Second Edition, provides a nontechnical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking, Second Edition, distinguishes itself from other texts in the field by (...)
  15.  75
    'Not Quite Right': Helping Students to Make Better Arguments.W. Martin Davies - 2008 - Teaching in Higher Education 13 (3):327-340.
    This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided (...)
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  16.  47
    The effectiveness of a single intervention of computer-aided argument mapping in a marketing and a financial accounting subject.Martin Davies - 2011 - Higher Education Research and Development 30 (3):387-403.
    An argument map visually represents the structure of an argument, outlining its informal logical connections and informing judgments as to its worthiness. Argument mapping can be augmented with dedicated software that aids the mapping process. Empirical evidence suggests that semester‐length subjects using argument mapping along with dedicated software can produce remarkable increases in students’ critical thinking abilities. Introducing such specialised subjects, however, is often practically and politically difficult. This study ascertains student perceptions of the (...)
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  17.  77
    Computer-assisted argument mapping: A Rationale Approach.Martin Davies - 2009 - Higher Education 58:799-820.
    Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper (...)
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  18.  1
    Informal Logic: Issues and Techniques.Wayne Grennan - 1997 - Monterey, CA, USA: McGill-Queen's Press - MQUP.
    Grennan bases his evaluation of arguments on two criteria: logical adequacy and pragmatic adequacy. He asserts that the common formal logic systems, while logically sound, are not very useful for evaluating everyday inferences, which are almost all deductively invalid as stated. Turning to informal logic, he points out that while more recent informal logic and critical thinking texts are superior in that their authors recognize the need to evaluate everyday arguments inductively, they typically cover (...)
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  19.  16
    Argument Management, Informal Logic and Critical Thinking.J. Anthony Blair - 1996 - Inquiry: Critical Thinking Across the Disciplines 15 (4):80-93.
  20.  60
    Reasons: A digital argument mapping library for modern browsers.Dave Kinkead, Deborah Brown, Peter Ellerton & Claudio Mazzola - 2019 - Journal of Open Source Software 4 (37):1044.
    Reasons.js is an open-source, loosely-coupled, web-based argument mapping library that can be integrated into a range of online coursewares and websites. The javascript library can be embedded into any HTML page and allows users to create, edit, share, and export argument maps . The API is designed to permit the integration of the three stages of informal logical analysis — identification of truth claims within arguments, the analysis of logical structure, and synthesis of logical structure into written (...)
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  21.  12
    Stimulating Reflection and Self-correcting Reasoning Through Argument Mapping: Three Approaches.Michael H. G. Hoffmann - 2018 - Topoi 37 (1):185-199.
    A large body of research in cognitive science differentiates human reasoning into two types: fast, intuitive, and emotional “System 1” thinking, and slower, more reflective “System 2” reasoning. According to this research, human reasoning is by default fast and intuitive, but that means that it is prone to error and biases that cloud our judgments and decision making. To improve the quality of reasoning, critical thinking education should develop strategies to slow it down and to become more reflective. The (...)
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  22.  13
    The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims.Lewis Vaughn - 2005 - New York: Oxford University Press USA.
    The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating important topics that most other texts leave out, such as "inference to the best explanation," scientific reasoning, evidence and authority, visual reasoning, and obstacles to critical thinking.The text integrates many pedagogical features, including hundreds of diverse exercises, examples, and illustrations; text boxes that apply critical thinking to student experience; (...)
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  23.  4
    Principles of Logic and Reasoning.Christine James - 2015 - Dubuque, IA, USA: Kendall Hunt.
    A textbook for undergraduate, introductory logic and critical thinking courses, Principles of Logic and Reasoning: Including LSAT, GRE, and Writing Skills by Christine A. James meets a specific set of student needs. The text is engaging and readable, but also includes detailed terms, definitions, section headings, and short exercises that build a specific set of foundational logic and argumentation skills. Each key term is carefully indexed in the back of the text so that students can review (...)
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  24.  40
    New Directions in the Teaching of Critical Thinking.W. Martin Davies - 2019 - Change: The Magazine of Higher Learning 5 (51):18-27.
    A rehearsal of new ways of teaching critical thinking by means of computer-aided argument mapping and a procedural method by which to do so.
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  25. Diagrams That Really Are Worth Ten Thousand Words: Using Argument Diagrams to Teach Critical Thinking Skills.Maralee Harrell - 2006 - Proceedings of the 28th Annual Conference of the Cognitive Science Society 28.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking (...)
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  26.  5
    Critical Thinking: Developing an Effective Worldview.Gary James Jason - 2001 - Cengage/Wadsworth Publishing Company.
    This text covers the nature of statements, single- and multiple-argument identification, the pitfalls of language, definition, truth tables and Venn diagrams, analogy, generalization, causal inference, and informal fallacies.
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  27.  6
    Libri ad Nauseam: The Critical Thinking Textbook Glut.Benjamin Hamby - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):39-48.
    Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic (...)
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  28.  8
    Thinking about Critical Thinking.Jeffrey Maynes - 2013 - Teaching Philosophy 36 (4):337-351.
    In this paper I develop a theoretical framework for instruction in Critical Thinking courses which integrates informal logic with both psycho­logical work on error tendencies in human reasoning and the intellectual virtues. I argue that matters of cogency, which concern the content of one’s arguments, should be distinguished from matters of reasoning, which concern the actual inferences people draw. Informal logic and the intellectual virtues supply the normative standards for each of these dimensions of (...) think­ing, and the fallacies and error tendencies supply students with a stock of common errors. Understanding this framework has important pedagogical consequences for how we teach these courses. In particular, instructors ought to aim at developing metacognitive skill at reflection upon the inferences one draws in addition to logical skill in evaluating the cogency of one’s arguments. I conclude by drawing concrete lessons for Critical Thinking pedagogy. (shrink)
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  29.  14
    The power of critical thinking: effective reasoning about ordinary and extraordinary claims.Lewis Vaughn - 2008 - New York: Oxford Univeristy Press.
    Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of (...)
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  30.  74
    Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - 2011 - Higher Education Research and Development 30 (3):371-385.
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results (...)
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  31.  7
    A Theory of Argument.Mark Vorobej - 2006 - Cambridge, England: Cambridge University Press.
    A Theory of Argument is an advanced textbook intended for students in philosophy, communications studies and linguistics who have completed at least one course in argumentation theory, information logic, critical thinking or formal logic. Containing nearly 400 exercises, Mark Vorobej develops a novel approach to argument interpretation and evaluation. One of the key themes of the book is that we cannot succeed in distinguishing good argument from bad arguments until we learn to listen carefully (...)
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  32.  14
    The Elements of Arguments: An Introduction to Critical Thinking and Logic.Philip Turetzky - 2018 - Tonawanda, NY, USA: Broadview Press.
    _The Elements of Arguments_ introduces such central critical thinking topics as informal fallacies, the difference between validity and truth, basic formal propositional logic, and how to extract arguments from texts. Turetzky aims to prevent common confusions by clearly explaining a number of important distinctions, including: propositions vs. propositional attitudes, propositions vs. states of affairs, and logic vs. rhetoric vs. psychology. Exercises are provided throughout, including numerous informal arguments that can be assessed using the skills and (...)
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  33. Argument Diagramming in Logic, Artificial Intelligence, and Law.Chris Reed, Douglas Walton & Fabrizio Macagno - 2007 - The Knowledge Engineering Review 22 (1):87-109.
    In this paper, we present a survey of the development of the technique of argument diagramming covering not only the fields in which it originated - informal logic, argumentation theory, evidence law and legal reasoning – but also more recent work in applying and developing it in computer science and artificial intelligence. Beginning with a simple example of an everyday argument, we present an analysis of it visualised as an argument diagram constructed using a software (...)
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  34.  6
    Using Argument Diagramming Software to Teach Critical Thinking Skills.Maralee Harrell - 2007 - Proceedings of the 5th International Conference on Education and Information Systems, Technologies and Applications 5.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard (...) thinking courses could provide substantial increases in student learning and performance. (shrink)
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  35. No computer program required: Even pencil-and-paper argument mapping improves critical thinking skills.Mara Harrell - 2008 - Teaching Philosophy 31 (4):351-374.
    Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument (...)
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  36.  4
    Arguments About Arguments: Systematic, Critical, and Historical Essays in Logical Theory.Maurice A. Finocchiaro - 2005 - New York, NY: Cambridge University Press.
    Following an approach that is empirical but not psychological, and dialectical but not dialogical, in this book Maurice Finocchiaro defines concepts such as reasoning, argument, argument analysis, critical reasoning, methodological reflection, judgment, critical thinking, and informal logic. Including extended critiques of the views of many contemporary scholars, he also integrates into the discussion Arnauld's Port-Royal Logic, Gramsci's theory of intellectuals, and case studies from the history of science, particularly the work of Galileo, Newton, (...)
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  37.  9
    The logic pamphlets of Charles lutwidge dodgson and related pieces (review).Irving H. Anellis - 2011 - Journal of the History of Philosophy 49 (4):506-507.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Logic Pamphlets of Charles Lutwidge Dodgson and Related PiecesIrving H. AnellisFrancine F. Abeles, editor. The Logic Pamphlets of Charles Lutwidge Dodgson and Related Pieces. The Pamphlets of Lewis Carroll, 4. New York-Charlottesville-London: Lewis Carroll Society of North America-University Press of Virginia, 2010. Pp. xx + 271. Cloth, $75.00.Until William Bartley’s rediscovery and reconstruction of Dodgson’s lost Part II of Symbolic Logic, Lewis Carroll’s reputation (...)
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  38.  77
    Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 2).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):16-28.
    Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden (...)
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  39.  7
    Argument and evidence: an introduction to critical thinking.Moses Oke & Akeem Amodu - 2006 - Ibadan: Hope Publications. Edited by Akeem Amodu.
    An introductory text to Critical Thinking, the book introduces readers to the fundamentals of good reasoning. Among others, the text takes readers through the nature of reasoning, arguments, disagreements, logic, formal and informal fallacies.
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  40.  11
    The Logic of Evaluation.Michael Scriven - unknown
    A sketch of the arguments for adding the logic of evaluation to the areas of argumentation that have been partly mapped and are worth further work by workers in rhetoric, argumentation, communication, critical thinking, and informal logic. Brief coverage of: the arguments that there cannot be any legitimate logic of evaluation; of the nature of evaluation ; and of the technical apparatus of evaluation logic.
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  41.  7
    Douglas Walton’ın Argüman Biçimleri Yaklaşımı.Başak Kurtuldu - 2019 - Felsefe Arkivi 51:161-178.
    It can be said that the roots of the studies on the argumentation theory go back to rhetorical and dialectical studies. One of the sub-fields of the argumentation theory is argument schemes, used in everyday language and various fields within certain rules. Today, with the studies in the field of informal logic, argumentation schemes have aslo become an important field to study. The argumentation schemes approach also plays an important role in the study of artificial language at (...)
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  42.  43
    Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  43.  15
    Critical Thinking: A Beginner's Guide.Sharon M. Kaye - 2009 - London: Oneworld.
    Critical thinking shows people how to analyze arguments, speeches, and newspaper articles to see which faults the authors are making in their reasoning. It looks at the structure of language to demonstrate rules by which you can identify good analytical thinking and helps people to formulate clear defensible arguments themselves. As people are always trying to put a certain point/opinion across in a variety of arenas in our lives, this is a very useful skill. With real life newspaper extracts, (...)
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  44.  33
    Why Formal Logic is Essential for Critical Thinking.Donald L. Hatcher - 1999 - Informal Logic 19 (1).
    After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.
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  45.  7
    Improving analytical reasoning and argument understanding: a quasi-experimental field study of argument visualization with first-year undergraduates.Simon Cullen, Adam Elga, Judith Fan & Eva van der Brugge - 2018 - Npj Science of Learning 3.
    The ability to analyze arguments is critical for higher-level reasoning, yet previous research suggests that standard university education provides at best modest improvements in students’ analytical reasoning abilities. What techniques are most effective for cultivating these skills? Here we investigate the effectiveness of a 12-week undergraduate seminar in which students practice a software-based technique for visualizing the logical structures implicit in argumen- tative texts. Seminar students met weekly to analyze excerpts from contemporary analytic philosophy papers, completed argument visualization (...)
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  46.  7
    Handbook of the logic of argument and inference: the turn towards the practical.Dov M. Gabbay (ed.) - 2002 - New York: Elsevier.
    The Handbook of the Logic of Argument and Inference is an authoritative reference work in a single volume, designed for the attention of senior undergraduates, graduate students and researchers in all the leading research areas concerned with the logic of practical argument and inference. After an introductory chapter, the role of standard logics is surveyed in two chapters. These chapters can serve as a mini-course for interested readers, in deductive and inductive logic, or as a (...)
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  47.  13
    Informal Logic’s Influence on Philosophy Instruction.J. Anthony Blair - 2006 - Informal Logic 26 (3):259-286.
    Informal logic began in the 1970s as a critique of then-current theoretical assumptions in the teaching of argument analysis and evaluation in philosophy departments in the U.S. and Canada. The last 35 years have seen significant developments in informal logic and critical thinking theory. The paper is a pilot study of the influence of these advances in theory on what is taught in courses on argument analysis and critical thinking in U.S. and (...)
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  48.  6
    Logic.Stan Baronett - 2008 - New York: Oxford University Press USA.
    Featuring an exceptionally clear writing style and a wealth of real-world examples and exercises, Logic, Second Edition, shows how logic relates to everyday life, demonstrating its applications in such areas as the workplace, media and entertainment, politics, science and technology, student life, and elsewhere.Thoroughly revised and expanded in this second edition, the text now features 2600 exercises, more than 1000 of them new; three new chapters on legal arguments, moral arguments, and analyzing a long essay; enhanced pedagogy; and (...)
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  49.  10
    Ethical argument: critical thinking in ethics.Hugh Mercer Curtler - 1993 - New York: Oxford University Press.
    Designed to immediately engage students and other readers in philosophical reflection, the new edition of Ethical Argument: Critical Thinking in Ethics bridges the gap between ethical theory and practice. This brief introduction combines a discussion of ethical theory with fundamental elements of critical thinking--including informal fallacies and the basics of logic--and uses case studies and practical applications to illustrate concepts. Author Hugh Mercer Curtler presents a carefully formulated critique of ethical relativism, encouraging students to reason (...)
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    Legitimation Inferences: An Additional Component for the Toulmin Model.G. Thomas Goodnight - 1993 - Informal Logic 15 (1).
    This paper argues that the choice of backing to certify the authority of a warrant requires a legitimation inference. When brought into question, such an inference becomes a claim defended by showing sound reasons for the selection of backing pertinent to a shared context. Legitimation controversies ensue when an attributed consensus meets objection. It is argued that attention to legitimation controversies renders the Toulmin model a more useful critical paradigm for investigating the development and risks of communicative reasoning in (...)
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