Switch to: References

Add citations

You must login to add citations.
  1. Are We Asking the Right Questions about Critical Thinking Assessment?David Wright - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):20-31.
    This is a response essay to Donald Hatcher’s, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Hatcher argues that critical thinking instruction seriously falls short of the ideal of honestly evaluating alternative evidence and arguments. This failure is apparent, he argues, when one surveys student performance on a variety of CT assessment tests. Hatcher reviews the current CT assessment data, which includes an extensive pool of results collected from Baker University where Hatcher oversaw a sophisticated and well-funded CT (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Reasoning, robots, and navigation: Dual roles for deductive and abductive reasoning.Janet Wiles - 2011 - Behavioral and Brain Sciences 34 (2):92-92.
    Mercier & Sperber (M&S) argue for their argumentative theory in terms of communicative abilities. Insights can be gained by extending the discussion beyond human reasoning to rodent and robot navigation. The selection of arguments and conclusions that are mutually reinforcing can be cast as a form of abductive reasoning that I argue underlies the construction of cognitive maps in navigation tasks.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Metaphilosophical Criteria for Worldview Comparison.Clément Vidal - 2012 - Metaphilosophy 43 (3):306-347.
    Philosophy lacks criteria to evaluate its philosophical theories. To fill this gap, this essay introduces nine criteria to compare worldviews, classified in three broad categories: objective criteria (objective consistency, scientificity, scope), subjective criteria (subjective consistency, personal utility, emotionality), and intersubjective criteria (intersubjective consistency, collective utility, narrativity). The essay first defines what a worldview is and exposes the heuristic used in the quest for criteria. After describing each criterion individually, it shows what happens when each of them is violated. From the (...)
    Download  
     
    Export citation  
     
    Bookmark   12 citations  
  • Computational and Biological Analogies for Understanding Fine-Tuned Parameters in Physics.Clément Vidal - 2010 - Foundations of Science 15 (4):375 - 393.
    In this philosophical paper, we explore computational and biological analogies to address the fine-tuning problem in cosmology. We first clarify what it means for physical constants or initial conditions to be fine-tuned. We review important distinctions such as the dimensionless and dimensional physical constants, and the classification of constants proposed by Lévy-Leblond. Then we explore how two great analogies, computational and biological, can give new insights into our problem. This paper includes a preliminary study to examine the two analogies. Importantly, (...)
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • The chronometrics of confirmation bias: Evidence for the inhibition of intuitive judgements.Edward Jn Stupple & Linden J. Ball - 2011 - Behavioral and Brain Sciences 34 (2):89-90.
    Mercier & Sperber (M&S) claim that the phenomenon of belief bias provides fundamental support for their argumentative theory and its basis in intuitive judgement. We propose that chronometric evidence necessitates a more nuanced account of belief bias that is not readily captured by argumentative theory.
    Download  
     
    Export citation  
     
    Bookmark  
  • Why do humans reason? Arguments for an argumentative theory.Dan Sperber - 2011 - Behavioral and Brain Sciences 34 (2):57.
    Short abstract (98 words). Reasoning is generally seen as a means to improve knowledge and make better decisions. However, much evidence shows that reasoning often leads to epistemic distortions and poor decisions. This suggests that the function of reasoning should be rethought. Our hypothesis is that the function of reasoning is argumentative. It is to devise and evaluate arguments intended to persuade. Reasoning so conceived is adaptive given humans’ exceptional dependence on communication and vulnerability to misinformation. A wide range of (...)
    Download  
     
    Export citation  
     
    Bookmark   395 citations  
  • Digitalisering og aktiv læring for språk og argumentasjon.Paal Fredrik Skjørten Kvarberg - 2022 - Norsk Filosofisk Tidsskrift 57 (1-2):21-31.
    Download  
     
    Export citation  
     
    Bookmark  
  • Human–computer interaction tools with gameful design for critical thinking the media ecosystem: a classification framework.Elena Musi, Lorenzo Federico & Gianni Riotta - forthcoming - AI and Society:1-13.
    In response to the ever-increasing spread of online disinformation and misinformation, several human–computer interaction tools to enhance data literacy have been developed. Among them, many employ elements of gamification to increase user engagement and reach out to a broader audience. However, there are no systematic criteria to analyze their relevance and impact for building fake news resilience, partly due to the lack of a common understanding of data literacy. In this paper we put forward an operationalizable definition of data literacy (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy .F. Macagno, D. Walton, G. Rowe & C. Reed - 2006 - Teaching Philosophy 29 (2):111-124,.
    This paper explains how to use a new software tool for argument diagramming available free on the Internet, showing especially how it can be used in the classroom to enhance critical thinking in philosophy. The user loads a text file containing an argument into a box on the computer interface, and then creates an argument diagram by dragging lines from one node to another. A key feature is the support for argumentation schemes, common patterns of defeasible reasoning historically know as (...)
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  • 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 form.
    Download  
     
    Export citation  
     
    Bookmark  
  • Using Argument Diagramming Software in the Classroom.Maralee Harrell - 2005 - Teaching Philosophy 28 (2):163-177.
    Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, Inspiration, and Reason!Able.
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  • Understanding, evaluating, and producing arguments: Training is necessary for reasoning skills.Maralee Harrell - 2011 - Behavioral and Brain Sciences 34 (2):80-81.
    This commentary suggests that the general population has much less reasoning skill than is claimed by Mercier & Sperber (M&S). In particular, many studies suggest that the skills of understanding, evaluating, and producing arguments are generally poor in the population of people who have not had specific training.
    Download  
     
    Export citation  
     
    Bookmark  
  • Representing the Structure of a Debate.Maralee Harrell - 2022 - Argumentation 36 (4):595-610.
    In this article I aim to use the 1948 Russell-Copleston debate to highlight some recent problems I have experienced teaching argument analysis in my philosophy courses. First, I will use argument diagramming to represent the arguments in the debate while reflecting on the use of this approach use to teach argument analysis skills. Then, I will discuss the tools and methods scholars have proposed to represent debates, rather than just individual arguments. Finally, I will argue that there is not, but (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • 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 diagrammatically plays an important (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • 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 (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • 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 (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Teaching a process model of legal argument with hypotheticals.Kevin D. Ashley - 2009 - Artificial Intelligence and Law 17 (4):321-370.
    The research described here explores the idea of using Supreme Court oral arguments as pedagogical examples in first year classes to help students learn the role of hypothetical reasoning in law. The article presents examples of patterns of reasoning with hypotheticals in appellate legal argument and in the legal classroom and a process model of hypothetical reasoning that relates them to work in cognitive science and Artificial Intelligence. The process model describes the relationships between an advocate’s proposed test for deciding (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • The Use of Data Mining by Private Health Insurance Companies and Customers’ Privacy.Yeslam Al-Saggaf - 2015 - Cambridge Quarterly of Healthcare Ethics 24 (3):281-292.
    :This article examines privacy threats arising from the use of data mining by private Australian health insurance companies. Qualitative interviews were conducted with key experts, and Australian governmental and nongovernmental websites relevant to private health insurance were searched. Using Rationale, a critical thinking tool, the themes and considerations elicited through this empirical approach were developed into an argument about the use of data mining by private health insurance companies. The argument is followed by an ethical analysis guided by classical philosophical (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Teaching Critical Thinking with the Personalized System of Instruction.Javier Hidalgo - forthcoming - Teaching Philosophy.
    A large body of evidence suggests that the Personalized System of Instruction (PSI) improves learning. In courses that use PSI, the material is divided into units, students must pass a test on each unit before advancing to the next unit, there’s no group-level instruction, and students advance in the course at their own pace. While studies find that PSI improves learning outcomes in a wide range of settings, researchers haven’t studied the effectiveness of PSI in critical thinking classes. In this (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Problemrekonstruktionen in der Philosophie- und Argumentationsdidaktik.David Löwenstein - 2023 - In David Löwenstein, Donata Romizi & Jonas Pfister (eds.), Argumentieren im Philosophie- und Ethikunterricht. Grundfragen, Anwendungen, Grenzen. Göttingen: V&R Unipress. pp. 103-126.
    Kognitive Dissonanzen und Inkonsistenzen gehören zu den zentralen Charakteristika philosophischer Probleme. Gleichzeitig wird die Philosophie zurecht dafür gepriesen, dass sie wichtige Kompetenzen und Tugenden fördert – etwa begriffliche Klarheit, treffende Problemanalyse, gute Argumentation, Kritikfähigkeit, Offenheit und konstruktives Diskutieren. Eine wichtiges Anwendungsgebiet dieser Kompetenzen und Tugenden besteht ihrerseits darin, Auswege aus kognitiven Dissonanzen finden und argumentativ begründen zu können. Inkonsistenzen sind demnach eine wichtige Gelenkstelle zwischen den Themen und Fragen der Philosophie und den zentralen Kompetenzen und Tugenden, die im Philosophieren ausgeübt (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • 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. New York, NY, USA: 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.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Conceptualizing and supporting awareness of collaborative argumentation.Maria Fysaraki - 2018 - Dissertation, Lmu München
    In this thesis, we introduce “Argueware”. This is a concept for an instructional group awareness tool which aims at supporting social interactions in co-located computer-supported collaborative argumentation settings. Argueware is designed to support the social interactions in the content and in the relational space of co-located collaborative argumentation. The support for social interactions in the content space of collaboration is facilitated with the use of collaborative scripts for argumentation as well with the use of an argument mapping tool. The support (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • 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 courses could provide substantial (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Cognitive effects of argument visualization tools.Michael Hoffmann - 2011 - Argumentation: Cognition and Community. Proceedings of the 9th International Conference of the Ontario Society for the Study of Argumentation (OSSA), May 18-21, 2011.
    External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
    Download  
     
    Export citation  
     
    Bookmark  
  • Introduction to the Special Issue on Critical Thinking in Higher Education.W. Martin Davies - 2011 - Higher Education Research and Development 30 (3):255-260.
    The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • 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 comprehensible (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • 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 use of argument mapping in two (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • The language and diagramming of rejection and objection.Cathal Woods - unknown
    Understanding the language of rejections and objections is an important part of the analysis and practice of argument. In order to strengthen this understanding, we might turn to diagramming, as it has been shown to have the virtue of improving critical thinking skills. This paper discusses what reliable meaning can be taken from words and phrases related to rejections and objections, and then how to diagram them.
    Download  
     
    Export citation  
     
    Bookmark  
  • 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 outlines (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations