Computer-based argument mapping greatly enhances student critical thinking, more than tripling absolute gains made by other methods. I describe the method and my experience as an outsider. Argument mapping often showed precisely how students were erring (for example: confusing helping premises for separate reasons), making it much easier for them to fix their errors.

Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of developing conventional testing tools to (...) measure cognitive skills and human dispositions, and summarizes recent empirical research findings that explore the possible relationship of critical thinking skill and the consistent internal motivation, or disposition, to use that skill. Empirical studies indicate that for all practical purposes the hypothesized correlations are not evident. It would appear that effective teaching must include strategies for building intellectual character rather than relying exclusively on strengthening cognitive skills. (shrink)

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical thinking, (...) and what the future may hold. (shrink)

The book also comes with an exhaustive array of study aids that enable the reader to monitor and enhance the learning process.

Argumentation theory is a distinctly multidisciplinary field of inquiry. It draws its data, assumptions, and methods from disciplines as disparate as formal logic and discourse analysis, linguistics and forensic science, philosophy and psychology, political science and education, sociology and law, and rhetoric and artificial intelligence. This presents the growing group of interested scholars and students with a problem of access, since it is even for those active in the field not common to have acquired a familiarity with relevant aspects of (...) each discipline that enters into this multidisciplinary matrix. This book offers its readers a unique comprehensive survey of the various theoretical contributions which have been made to the study of argumentation. It discusses the historical works that provide the background to the field and all major approaches and trends in contemporary research. Argument has been the subject of systematic inquiry for twenty-five hundred years. It has been graced with theories, such as formal logic or the legal theory of evidence, that have acquired a more or less settled provenance with regard to specific issues. But there has been nothing to date that qualifies as a unified general theory of argumentation, in all its richness and complexity. This being so, the argumentation theorist must have access to materials and methods that lie beyond his or her "home" subject. It is precisely on this account that this volume is offered to all the constituent research communities and their students. Apart from the historical sections, each chapter provides an economical introduction to the problems and methods that characterize a given part of the contemporary research program. Because the chapters are self-contained, they can be consulted in the order of a reader's interests or research requirements. But there is value in reading the work in its entirety. Jointly authored by the very people whose research has done much to define the current state of argumentation theory and to point the way toward more general and unified future treatments, this book is an impressively authoritative contribution to the field. (shrink)

The city of Cork experienced a political odyssey between Easter 1916 and the end of 1918. Wartime policies conceived in London manifested themselves unexpectedly in Cork--The Defence of the Realm Act was used to repress political speech; deficit spending generated massive inflation; mandatory arbitration encouraged workers to join trade unions; food rationing panicked a country scarred by the Potato Famine; and military conscription generated virtual rebellion. As a result, the Cork public increasingly turned against the war. The book examines the (...) political situation in Cork prior to the Easter Rising; local reactions to the rebellion; the rapid creation of the Republican mass movement; the dramatic decline of the Irish Party; the explosion of anti-authority street rioting; the mobilization of women in the independence struggle; disturbances against venereal disease treatments and visiting American sailors; the emergence of radical trade unionism; agitation over the retention of local food supplies; the nationalist mobilization during the Conscription Crisis; and Sinn Féin's triumph in the 1918 General Election. (shrink)

Critical thinking is in vogue - in colleges and universities as well as in elementary and secondary schools. This fact alone is enough to give us pause: seldom do shifts in academic fashion happen concurrently at all educational levels.

This paper argues that general skills and the varieties of subject-specific discourse are both important for teaching, learning and practising critical thinking. The former is important because it outlines the principles of good reasoning simpliciter (what constitutes sound reasoning patterns, invalid inferences, and so on). The latter is important because it outlines how the general principles are used and deployed in the service of ‘academic tribes’. Because critical thinking skills are—in part, at least—general skills, they can be applied to all (...) disciplines and subject-matter indiscriminately. General skills can help us assess reasoning independently of the vagaries of the linguistic discourse we express arguments in. The paper looks at the debate between the ‘specifists’—those who stress the importance of critical thinking understood as a subject-specific discourse—and the ‘generalists’—those that stress the importance of critical thinking understood independently of disciplinary context. The paper suggests that the ‘debate’ between the specifists and the generalists amounts to a fallacy of the false alternative, and presents a combinatory-‘infusion’ approach to critical thinking. (shrink)

This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.