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. The paper presents (...) a detailed account of the CAAM methodology, and theoretical justification for its use, illustrating this with the argument mapping software Rationale™. A number of Rationale™ design conventions and logical principles are outlined including the principle of abstraction, the MECE principle, and the “Holding Hands” and “Rabbit Rule” heuristics. Part II of this paper outlines the growing empirical evidence for the effectiveness of CAAM as a method of teaching critical thinking. (shrink)

This qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five (...) advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy. (shrink)

PLEASE NOTE: This is the corrected 2nd eBook edition, 2021. ●●●●● _Critique of Impure Reason_ has now also been published in a printed edition. To reduce the otherwise high price of this scholarly, technical book of nearly 900 pages and make it more widely available beyond university libraries to individual readers, the non-profit publisher and the author have agreed to issue the printed edition at cost. ●●●●● The printed edition was released on September 1, 2021 and is now available through (...) all booksellers, including Barnes & Noble, Amazon, and brick-and-mortar bookstores under ISBN 978-0-578-88646-6. ●●●●● In light of the length of this book, readers who would like to have a more detailed description of the book's objectives and method may find it helpful to read the detailed and clearly written Wikipedia entry about this work: From the Wikipedia search page, use the search phrase "Critique of Impure Reason". At least at the time of this writing (11/29/2021), the Wikipedia entry is well-researched and accurate. ●●●●● In addition, a "Primer on Bartlett's CRITIQUE OF IMPURE REASON" has been made available by the author. It is available under its title through PhilPapers and other philosophy online archives. ●●●●● COMMENDATIONS OF THIS WORK, from the back cover of the published edition: ●●●●● “I admire its range of philosophical vision.” – Nicholas Rescher, Distinguished University Professor of Philosophy, University of Pittsburgh, author of more than 100 books. ●●●●● “Bartlett’s _Critique of Impure Reason_ is an impressive, bold, and ambitious work. Careful scholarship is balanced by original analyses that lead the reader to recognize the limits of meaning, knowledge, and conceptual possibility. The work addresses a host of traditional philosophical problems, among them the nature of space, time, causality, consciousness, the self, other minds, ontology, free will and determinism, and others. The book culminates in a fascinating and profound new understanding of relativity physics and quantum theory.” – Gerhard Preyer, Professor of Philosophy, Goethe-University, Frankfurt am Main, Germany, author of many books including _Concepts of Meaning_, _Beyond Semantics and Pragmatics_, _Intention and Practical Thought_, and _Contextualism in Philosophy_. ●●●●● “[This work’s] goal is of a unique and difficult species: Dr. Bartlett seeks to develop a formal logical calculus on the basis of transcendental philosophical arguments; in fact, he hopes that this calculus will be the formal expression of the transcendental foundation of knowledge.... I consider Dr. Bartlett’s work soundly conceived and executed with great skill.” – C. F. von Weizsäcker, philosopher and physicist, former Director, Max-Planck-Institute, Starnberg, Germany. ●●●●● “Bartlett has written an American “Prolegomena to All Future Metaphysics.” He aims rigorously to eliminate meaningless assertions, reach bedrock, and place philosophy on a firm foundation that will enable it, like science and mathematics, to produce lasting results that generations to come can build on. This is a great book, the fruit of a lifetime of research and reflection, and it deserves serious attention.” — Martin X. Moleski, former Professor, Canisius College, Buffalo, NY, studies of scientific method, the presuppositions of thought, and the self-referential nature of epistemology. ●●●●● “Bartlett has written a book on what might be called the underpinnings of philosophy. It has fascinating depth and breadth, and is all the more striking due to its unifying perspective based on the concepts of reference and self-reference.” – Don Perlis, Professor of Computer Science, University of Maryland, author of numerous publications on self-adjusting autonomous systems and philosophical issues concerning self-reference, mind, and consciousness. ●●●●● ●●●●● The _Critique of Impure Reason: Horizons of Possibility and Meaning_ comprises a major and important contribution to philosophy. Thanks to the generosity of its publisher, this massive 885-page volume has been published as a free open access eBook (3.75MB) as well as an open access printed edition. It inaugurates a revolutionary paradigm shift in philosophical thought by providing compelling and long-sought-for solutions to a wide range of philosophical problems. In the process, the work fundamentally transforms the way in which the concepts of reference, meaning, and possibility are understood. The book includes a Foreword by the celebrated German philosopher and physicist Carl Friedrich von Weizsäcker. ●●●●● In Kant’s _Critique of Pure Reason_ we find an analysis of the preconditions of experience and of knowledge. In contrast, but yet in parallel, the new _Critique_ focuses upon the ways—unfortunately very widespread and often unselfconsciously habitual—in which many of the concepts that we employ _conflict_ with the very preconditions of meaning and of knowledge. ●●●●● This is a book about the boundaries of frameworks and about the unrecognized conceptual confusions in which we become entangled when we attempt to transgress beyond the limits of the possible and meaningful. We tend either not to recognize or not to accept that we all-too-often attempt to trespass beyond the boundaries of the frameworks that make knowledge possible and the world meaningful. ●●●●● The _Critique of Impure Reason_ proposes a bold, ground-breaking, and startling thesis: that a great many of the major philosophical problems of the past can be solved through the recognition of a viciously deceptive form of thinking to which philosophers as well as non-philosophers commonly fall victim. For the first time, the book advances and justifies the criticism that a substantial number of the questions that have occupied philosophers fall into the category of “impure reason,” violating the very conditions of their possible meaningfulness. ●●●●● The purpose of the study is twofold: first, to enable us to recognize the boundaries of what is referentially forbidden—the limits beyond which reference becomes meaningless—and second, to avoid falling victims to a certain broad class of conceptual confusions that lie at the heart of many major philosophical problems. As a consequence, the boundaries of _possible meaning_ are determined. ●●●●● Bartlett, the author or editor of more than 20 books, is responsible for identifying this widespread and delusion-inducing variety of error, _metalogical projection_. It is a previously unrecognized and insidious form of erroneous thinking that undermines its own possibility of meaning. It comes about as a result of the pervasive human compulsion to seek to transcend the limits of possible reference and meaning. ●●●●● Based on original research and rigorous analysis combined with extensive scholarship, the _Critique of Impure Reason_ develops a self-validating method that makes it possible to recognize, correct, and eliminate this major and pervasive form of fallacious thinking. In so doing, the book provides at last provable and constructive solutions to a wide range of major philosophical problems. ●●●●● CONTENTS AT A GLANCE ▪▪▪▪▪ Preface ▪▪▪▪▪ Foreword by Carl Friedrich von Weizsäcker ▪▪▪▪▪ Acknowledgments ▪▪▪▪▪ Avant-propos: A philosopher’s rallying call ▪▪▪▪▪ Introduction ▪▪▪▪▪ A note to the reader ▪▪▪▪▪ A note on conventions ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART I ▪▪▪▪▪ ▪▪▪▪▪ WHY PHILOSOPHY HAS MADE NO PROGRESS AND HOW IT CAN ▪▪▪▪▪ 1 Philosophical-psychological prelude ▪▪▪▪▪ 2 Putting belief in its place: Its psychology and a needed polemic ▪▪▪▪▪ 3 Turning away from the linguistic turn: From theory of reference to metalogic of reference ▪▪▪▪▪ 4 The stepladder to maximum theoretical generality ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART II ▪▪▪▪▪ THE METALOGIC OF REFERENCE ▪▪▪▪▪ A New Approach to Deductive, Transcendental Philosophy ▪▪▪▪▪ 5 Reference, identity, and identification ▪▪▪▪▪ 6 Self-referential argument and the metalogic of reference ▪▪▪▪▪ 7 Possibility theory ▪▪▪▪▪ 8 Presupposition logic, reference, and identification ▪▪▪▪▪ 9 Transcendental argumentation and the metalogic of reference ▪▪▪▪▪ 10 Framework relativity ▪▪▪▪▪ 11 The metalogic of meaning ▪▪▪▪▪ 12 The problem of putative meaning and the logic of meaninglessness ▪▪▪▪▪ 13 Projection ▪▪▪▪▪ 14 Horizons ▪▪▪▪▪ 15 De-projection ▪▪▪▪▪ 16 Self-validation ▪▪▪▪▪ 17 Rationality: Rules of admissibility ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART III ▪▪▪▪▪ PHILOSOPHICAL APPLICATIONS OF THE METALOGIC OF REFERENCE ▪▪▪▪▪ Major Problems and Questions of Philosophy and the Philosophy of Science ▪▪▪▪▪ 18 Ontology and the metalogic of reference ▪▪▪▪▪ 19 Discovery or invention in general problem-solving, mathematics, and physics ▪▪▪▪▪ 20 The conceptually unreachable: “The far side” ▪▪▪▪▪ 21 The projections of the external world, things-in-themselves, other minds, realism, and idealism ▪▪▪▪▪ 22 The projections of time, space, and space-time ▪▪▪▪▪ 23 The projections of causality, determinism, and free will ▪▪▪▪▪ 24 Projections of the self and of solipsism ▪▪▪▪▪ 25 Non-relational, agentless reference and referential fields ▪▪▪▪▪ 26 Relativity physics as seen through the lens of the metalogic of reference ▪▪▪▪▪ 27 Quantum theory as seen through the lens of the metalogic of reference ▪▪▪▪▪ 28 Epistemological lessons learned from and applicable to relativity physics and quantum theory ▪▪▪▪▪ ▪▪▪▪▪ PART IV ▪▪▪▪▪ HORIZONS ▪▪▪▪▪ 29 Beyond belief ▪▪▪▪▪ 30 _Critique of Impure Reason_: Its results in retrospect ▪▪▪▪▪ ▪▪▪▪▪ SUPPLEMENT ▪▪▪▪▪ The Formal Structure of the Metalogic of Reference ▪▪▪▪▪ APPENDIX I ▪▪▪▪▪ The Concept of Horizon in the Work of Other Philosophers ▪▪▪▪▪ APPENDIX II ▪▪▪▪▪ Epistemological Intelligence ▪▪▪▪▪ References ▪▪▪▪▪ Index ▪▪▪▪▪ About the author. 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I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...) the ancient evolutionary process of elaborating and diversifying the relational possibilities inherent in metabolism that has brought forth our diverse and flourishing world.ed from context, “education” appears as a set of ways in which humans actively engage and take responsibility for the learning outcomes of relationships with each other. Insofar as we consider this distinction absolute rather than a performed construct to be assessed by its consequences, we blind ourselves to the educative dimension of other species as well as our many miseducative engagements with them. If learning processes are inherent and constitutive of ecological communities, education theorists should devote their pedagogical sensitivities and insights to the crucial challenge of developing educative sustainable human–nature relations. (shrink)

Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large (...) amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed. (shrink)

Massive Open Online Courses (MOOCs) have, in recent years, become increasingly popular. An important challenge facing MOOCs is the ‘teacher bandwidth problem’: In the MOOC environment, where there are potentially hundreds of thousands of students, it is impossible for a few teachers to interact with individual students—there is not enough ‘teacher bandwidth’. According to Siemens and Downes’s theory of ‘connectivism’ (Siemens, 2004) one can make up for the lack of teacher bandwidth by relying on collaboration between students; philosophically speaking, however, (...) this theory is underdeveloped. In this paper, we consider the question of learner collaboration in online courses, and the theory of connectivism, from the perspective of social epistemology. We note the similarities between Siemens and Downes’s theory and virtue reliabilist theories of epistemic collaboration more broadly. Our paper has two main aims. First, we offer an illustration of how it is possible to conceptualise learner collaboration in online settings as analogous to collaboration between scientists. Second, we attempt to expand on and clarify what Siemens and Downes had in mind when they proposed the theory of connectivism. (shrink)

Effective teachers use mnemonic tools or mnemonic triggers to improve the students’ retention of the study material. This article discusses mnemonic triggers from a theoretical viewpoint based on Jerome S. Bruner’s writings. Fifty small linguistic–cognitive, constructive-, rhetorical-, and phonological mnemonic triggers are detected. These triggers may be the elements our brain use when “constructing the realities” in a Brunerian sense when ordering, differentiating, comparing, and handling information, stories and experiences in our brain. Many of these are small, hidden linguistic elements (...) in speech. This article discusses their usage in the educational talk and textbooks. (shrink)

Collecting information that one expects to be useful is a powerful way to facilitate learning. However, relatively little is known about how people decide which information is worth sampling over the course of learning. We describe several alternative models of how people might decide to collect a piece of information inspired by “active learning” research in machine learning. We additionally provide a theoretical analysis demonstrating the situations under which these models are empirically distinguishable, and we report a novel empirical study (...) that exploits these insights. Our model-based analysis of participants' information gathering decisions reveals that people prefer to select items which resolve uncertainty between two possibilities at a time rather than items that have high uncertainty across all relevant possibilities simultaneously. Rather than adhering to strictly normative or confirmatory conceptions of information search, people appear to prefer a “local” sampling strategy, which may reflect cognitive constraints on the process of information gathering. (shrink)

Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.

Variable responses to transcranial direct current stimulation protocols across individuals are widely reported, but the reasons behind this variation are unclear. This includes tDCS protocols meant to improve attention. Attentional control is impacted by top-down and bottom-up processes, and this relationship is affected by state characteristics such as anxiety. According to Attentional Control Theory, anxiety biases attention towards bottom-up and stimulus-driven processing. The goal of this study was to explore the extent to which differences in state anxiety and related measures (...) affect visual attention and category learning, both with and without the influence of tDCS. Using discovery learning, participants were trained to classify pictures of European streets into two categories while receiving 30 min of 2.0 mA anodal, cathodal, or sham tDCS over the rVLPFC. The pictures were classifiable according to two separate rules, one stimulus and one hypothesis-driven. The Remote Associates Test, Profile of Mood States, and Attention Networks Task were used to understand the effects of individual differences at baseline on subsequent tDCS-mediated learning. Multinomial logistic regression was fit to predict rule learning based on the baseline measures, with subjects classified according to whether they used the stimulus-driven or hypothesis-driven rule to classify the pictures. The overall model showed a classification accuracy of 74.1%. The type of tDCS stimulation applied, attentional orienting score, and self-reported mood were significant predictors of different categories of rule learning. These results indicate that anxiety can influence the quality of subjects’ attention at the onset of the task and that these attentional differences can influence tDCS-mediated category learning during the rapid assessment of visual scenes. These findings have implications for understanding the complex interactions that give rise to the variability in response to tDCS. (shrink)

Constant risk to the confidentiality, integrity and the availability of information in our everyday lives and work has increased the need for responsible use and handling of information. Security education is becoming an integral part of any undergraduate curriculum in computer science and information systems. The evolving role of security in this digital era makes it nontrivial to decide the appropriate topics that need to be covered during the course duration in a way that all aspects of security deployment are (...) examined. The only approach to this challenge is to use student-oriented learning strategies to encourage the students not only to recognize relationships between concepts and comprehend the underlying structure of what is being learned but also expose them to methods where they are responsible for their own independent learning. The current study examines the experiences gained in COMP-431 Computer Security, a senior-level undergraduate computer security course using such methods, with an emphasis on the students’ reactions, perceptions, and experiences as well as the educator’s role in the teaching and learning process. (shrink)

This study determined the cognitive skills achievement in mathematics of elementary pre-service teachers as a basis for improving problem-solving and critical thinking which was analyzed using Piaget's seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study utilized an adopted Test on Logical Operations (TLO) and descriptive research design to describe the cognitive skills achievement and to determine the affecting factors. Overall, elementary pre-service teachers performed with sufficient understanding in dealing (...) with the TLO. However, in each logical operation, students were found to have insufficient understanding of probability thinking and correlational thinking. These insufficiencies in other logical operations were attributed to their misconceptions on some mathematical terms, misinterpretation of the problems, poor comprehension skills, poor problem-solving skills, and poor performance in mathematics in general. (shrink)

This paper focuses on the importance of wonder in human flourishing and is orientated towards the dynamics between the two, but with an emphasis on how the former is important for illuminating the latter. It begins with a preliminary sketch of both wonder and human flourishing and subsequently moves on to highlight three aspects of human flourishing: 1) ‘Individuality’, 2) ‘Relations’ and 3) ‘The political’, and why these play to wonderment.

This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to (...) gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom. (shrink)

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate (...) a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the teachers interviewed. This pedagogical transformation is then theorised in terms of Vygotsky's Zone of Proximal Development re the learning of the adults in this study. This study formed the pilot for a larger empirical study. (shrink)

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 problem sets, (...) and received individualized feedback on a weekly basis. We found that Seminar students improved substantially more on LSAT Logical Reasoning test forms than Control students (d = .71, p < .001), suggesting that learning how to visualize arguments in the seminar led to large generalized improvements in students’ analytical reasoning skills. Moreover, blind scoring of final essays from Seminar students and Control students, drawn from a parallel lecture course, revealed large differences in favor of seminar students (d = 0.87, p = .005). Seminar students understood the arguments better, and their essays were more accurate and effectively structured. Taken together, these findings deepen our understanding of how visualizations support logical reasoning, and provide a model for improving analytical reasoning pedagogy. (shrink)

The paper identifies defining characteristics of the principal models of problem-solving behavior which are useful in developing a general theory of problem-solving. An attempt is made both to make explicit those disagreements between theorists of different persuasions which have served as obstacles to an integrated approach, and to show that these disagreements have arisen from a number of conceptual confusions: The conflict between information processors and behavioral analysts has resulted from a common failure to understand theoretical sufficiency, and hence these (...) theorists have been at a loss to understand one another. Two directions of research in problem-solving, mechanical algorithmic problem-solving and the psychology of invention, have been thought to be divergent, but in fact complement one another once it is clear that problem-solving involves neither discovery nor invention, but rather is a matter of perceptual encoding and processing. Successful problem-solving behavior can be described as adaptive, learning behavior in which organization skills are effectively associated with situationally determined perceptual encoding processes of the individual mechanical or biological problem-solver. (shrink)

The same year as the opening of the Woodstock music festival, a small medical school in Hamilton, Ontario, launched a daring new medical education programme in which lectures were replaced by small-group, interdisciplinary problem-based tutorials. Problem-based learning, as it became known, took the world of higher education by storm, such that today over 500 institutions in the World claim to use this method in almost every field of study, from engineering to liberal arts. Through the in-depth historical analysis of archive (...) materials, oral history interviews and contemporary publications, this thesis proposes a rigorous account of the intellectual history of PBL from its birth place at McMaster University, to its evolution in Maastricht University, closing on a comparison with the Danish problem-oriented, project-based model of higher education. The author delivers a narrative that stands at the cross-roads between history, philosophy of education and cognitive psychology. “Revolutions and Re-iterations” retraces not only the key historical events that shaped PBL but also the sources of inspiration for many of PBL’s key features and the central theoretical debates that defined the practice of PBL since the 1970s. (shrink)