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  1. Bell Hooks on Critical Thinking: The Successes and Limitations of Practical Wisdom.Jamie Sewell - unknown
    Bell hooks' work on pedagogy covers a great deal of material in very broad strokes. She relies on the work of John Dewey and Paolo Freire, often drawing upon their critiques of traditional educational models to criticize the values she claims drive current models of education. When hooks addresses critical thinking explicitly, she reorients critical thinking toward practical aims, specifically democratic social progress. In order to better understand the potential value of her approach, and the relationship between critical thinking and (...)
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  • Talking Science.Yilmaz Soysal - 2021 - Science & Education 30 (1):33-65.
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  • Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences.François Lombard, Daniel K. Schneider, Marie Merminod & Laura Weiss - 2020 - Science & Education 29 (5):1139-1176.
    Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as decision-making, revenge, or pain control. Social media and science popularization challenge the boundaries between truth, fiction, and deliberate misinformation, calling for critical thinking. Biology teachers often feel ill-equipped to organize student debates that address sensitive issues, opinions, and emotions in classrooms. Recent brain research confirms that opinions cannot be understood as solely objective and logical and are strongly influenced by (...)
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  • Putting Sociology First—Reconsidering the Role of the Social in ‘Nature of Science’ Education.Gábor Á Zemplén - 2009 - Science & Education 18 (5):525-559.
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  • Enabling Students to Develop a Scientific Mindset.Calvin Kalman - 2010 - Science & Education 19 (2):147-163.
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  • 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 goal (...)
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  • In Just What Sense Should I Be Critical? An Exploration Into the Notion of 'Assumption'and Some Implications for Assessment.Andrés Mejía - 2009 - Studies in Philosophy and Education 28 (4):351-367.
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  • A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    “Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...)
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  • CRITICAL THINKING IN MEDIA SPHERE: ATTITUDE OF UNIVERSITY TEACHERS TO FAKE NEWS AND ITS IMPACT ON THE TEACHING.Anna Shutaleva - 2021 - Journal of Management Information and Decision Sciences 24:1-12.
    The article aims to determine how university professors critically perceive and evaluate information when interacting with the media sphere. The study's relevance is due to the insufficient elaboration of Russian teachers' attitude to the information in the media sphere, which is significant in developing students' critical thinking. The study analyzes theoretical sources and documents on critical thinking in the media sphere and the results of processing empirical data obtained from questioning teachers. The main measuring instrument is a questionnaire survey of (...)
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  • Recognizing Argument Types and Adding Missing Reasons.Christoph Lumer - 2019 - In Bart J. Garssen, David Godden, Gordon Mitchell & Jean Wagemans (eds.), Proceedings of the Ninth Conference of the International Society for the Study of Argumentation (ISSA). [Amsterdam, July 3-6, 2018.]. Amsterdam (Netherlands): pp. 769-777.
    The article develops and justifies, on the basis of the epistemological argumentation theory, two central pieces of the theory of evaluative argumentation interpretation: 1. criteria for recognizing argument types and 2. rules for adding reasons to create ideal arguments. Ad 1: The criteria for identifying argument types are a selection of essential elements from the definitions of the respective argument types. Ad 2: After presenting the general principles for adding reasons (benevolence, authenticity, immanence, optimization), heuristics are proposed for finding missing (...)
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  • Ignorance, misconceptions and critical thinking.Sara Dellantonio & Luigi Pastore - 2021 - Synthese 198 (8):7473-7501.
    In this paper we investigate ignorance in relation to our capacity to justify our beliefs. To achieve this aim we specifically address scientific misconceptions, i.e. beliefs that are considered to be false in light of accepted scientific knowledge. The hypothesis we put forward is that misconceptions are not isolated false beliefs, but rather form part of a system of inferences—an explanation—which does not match current scientific theory. We further argue that, because misconceptions are embedded in a system, they cannot be (...)
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  • Dual Process Theories in Behavioral Economics and Neuroeconomics: a Critical Review.James D. Grayot - 2020 - Review of Philosophy and Psychology 11 (1):105-136.
    Despite their popularity, dual process accounts of human reasoning and decision-making have come under intense scrutiny in recent years. Cognitive scientists and philosophers alike have come to question the theoretical foundations of the ‘standard view’ of dual process theory and have challenged the validity and relevance of evidence in support of it. Moreover, attempts to modify and refine dual process theory in light of these challenges have generated additional concerns about its applicability and refutability as a scientific theory. With these (...)
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  • Explicitly Teaching Critical Thinking Skills in a History Course.Anne Collins McLaughlin & Alicia Ebbitt McGill - 2017 - Science & Education 26 (1-2):93-105.
    Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking,. Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for (...)
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  • Critical Thinking Across the Curriculum: A Vision.Robert Ennis - 2018 - Topoi 37 (1):165-184.
    This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...)
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  • A Plea for Ecological Argument Technologies.Fabio Paglieri - 2017 - Philosophy and Technology 30 (2):209-238.
    In spite of significant research efforts, argument technologies do not seem poised to scale up as much as most commentators would hope or even predict. In this paper, I discuss what obstacles bar the way to more widespread success of argument technologies and venture some suggestions on how to circumvent such difficulties: doing so will require a significant shift in how this research area is typically understood and practiced. I begin by exploring a much broader yet closely related question: To (...)
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  • In Just What Sense Should I Be Critical? An Exploration Into the Notion of ‘Assumption’ and Some Implications for Assessment.Andrés Mejía D. - 2009 - Studies in Philosophy and Education 28 (4):351-367.
    The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions shows, when going from the theory of critical thinking to the praxis of producing and evaluating arguments, the critical person will inevitably make such commitments from (...)
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  • Critical Thinking in its Contexts and in Itself.Christopher Leigh Coney - 2015 - Educational Philosophy and Theory 47 (5):515-528.
    The nature of critical thinking remains controversial. Some recent accounts have lost sight of its roots in the history of philosophy. This article discusses critical thinking in its historical and social contexts, and in particular, for its educational and political significance. The writings of Plato and Aristotle are still vital in considering what makes certain kinds of thinking and certain kinds of knowledge distinctive. But neither Plato nor Aristotle theorised critical thinking in its specificity, that is, by differentiating it from (...)
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  • 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 and argument revision, focusing on (...)
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  • Logical and Epistemological Approach to Critical Thinking.Jelena Pešić - 2007 - Psihologija 40 (2):173-190.
    Two main approaches in the conceptualization of critical thinking, logical and epistemological, are presented and analyzed in this paper. The review of logical approach begins with defining its general framework and afterwards we analyze abilities and skills which are seen as basic constituents of critical thinking. In the review of epistemological approach we analyze four conceptions that present the main directions in criticizing logical approach, and also in developing the broader perspective on critical thinking that includes specific view of knowledge (...)
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  • Teaching Critical Thinking and Metacognitive Skills Through Philosophical Enquiry. A Practitioner's Report on Experiments in the Classroom.Emma Worley & Peter Worley - 2019 - Childhood and Philosophy 15.
    Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is (...)
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  • Eating Flowers, Holding Hands: Should Critical Thinking Pedagogy ‘Go Wild’?Ben Hamby - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (3):47-53.
    This paper is inspired by Anthony Weston’s “What if Teaching Went Wild?” , in which he proposes a radical approach to environmental education, suggesting among other things a stress on “otherness.” Comparing Weston’s proposal to Richard Paul’s concept of the “strong sense” critical thinker, and to Trudy Govier’s rationale for her pedagogy of argument, I suggest that “going wild” in stand-alone critical thinking courses could provide a positive, unsettling push, helping students to reconnect through the otherness of alternative argumentation.
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  • 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 of prose and (...)
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  • 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. The paper presents (...)
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  • The Need to Emphasize Epistemology in Teaching and Research.Calvin Kalman - 2009 - Science & Education 18 (3-4):325-347.
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  • Do Programmes Delineating Critical Thinking as a Learning Outcome Facilitate its Teaching? International Baccalaureate Diploma Programme and Lebanese Baccalaureate Programme.Yara Hilal - 2018 - Topoi 37 (1):201-217.
    Critical thinking continues to be viewed as a prerequisite skill for lifelong learning. It is not surprising therefore, that academic programmes delineate CT as a goal and a learning outcome. However, there are concerns regarding the extent to which the aims and objectives of the programmes are aligned with pedagogies for CT. Both the International Baccalaureate Diploma Programme and the Lebanese Baccalaureate Programme clearly delineate CT as a goal and a learning outcome. The study examines the facilitation of teaching CT (...)
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  • Critical Thinking: A Socratic Model. [REVIEW]John Hoaglund - 1993 - Argumentation 7 (3):291-311.
    A concept of critical thinking is developed based on the Socratic method and called accordingly a Socratic model. First the features of critical thinking stressed in this model are stated and illustrated. The Socratic method is presented and interpreted, then taken to yield a model of critical thinking. The process of internalization by which the Socratic model helps us to become critical thinkers is described. Argument analysis is considered as a widely used instructional strategy adaptable for teaching critical thinking on (...)
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  • Critical Thinking in Business Education: Current Outlook and Future Prospects.W. Martin Davies & Angelito Calma - forthcoming - Studies in Higher Education.
    This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key (...)
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  • De-Idealising the Educational Ideal of Critical Thinking.H. Pettersson - 2020 - Helix 8 (1).
    It is widely recognised among educational theorists, educators and policy makers alike, that critical thinking should claim a superordinate place in our system of educational objectives. In the philosophical literature on this topic, critical thinking is often conceptualised as the educational cognate of rationality, which in turn is analysed as being comprised of the relevant skills and abilities to assess reasons and evidence, together with the intellectual dispositions to actively use these proficiencies in practice. The resulting picture is in many (...)
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  • El pensamiento crítico y autoconocimiento.Fredy Hernán Prieto Galindo - 2018 - Revista de Filosofía 74:173-191.
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  • Abusive Supervision and Job Dissatisfaction: The Moderating Effects of Feedback Avoidance and Critical Thinking.Jing Qian, Baihe Song & Bin Wang - 2017 - Frontiers in Psychology 8.
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  • Why Do We Need Humanities?Lukáš Švihura - 2017 - Message of John Paul II. 2016. Current Challenges and Trends in the Social Sciences.
    The article is a philosophical reflection of the current status of the humanities in Slovakia. In many areas of our society there is an evident deficit in humanities-science knowledge, reflected also in parliamentary election results in 2016 and having serious consequences on our society. The article therefore suggests the possibility of transposing the knowledge of the humanities, particularly philosophy, in the educational process appropriate to the character of a pluralistic liberal democracy in the 21st century.
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  • Introduction.Martin Davies & Ronald Barnett - 2015 - In M. Davies and R. Barnett (ed.), The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: pp. 1-25.
    What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or (...)
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  • Kritičko mišljenje u obrazovanju: dosadašnji doprinosi i otvoreni smjerovi.Iva Buchberger, Valentina Bolčević & Vesna Kovač - 2017 - Metodicki Ogledi 24 (1):109-129.
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  • Inventory of Instruments of Critical Thinking.John Follman, Carolyn Lavely & Neal Berger - 1996 - Informal Logic 18 (2).
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