In order to tesl for critical thinking dispositions, the presence of the requisite critical thinking abilities must first be established. Otherwise, it is always a plausible counterexplanation of failure to use certain abilities that they were not possessed. If a person spontaneously uses some ability on a task, then it is often legitimate to conclude that the person has both the ability and the disposition to use it. However, if the person does not use the ability spontaneously, the conclusion is (...) ambiguous. The person might not have the ability, or might have the ability but not the disposition to use it, or not the disposition to use it in the specific circumstances of the presented task. This paper proposes methods of critical thinking testing designed to deal with each of these possibilities. (shrink)

Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments.

In these essays, written between 1909 and 1954 and first published as a collection in 1957, the eminent philosopher relates the "I-Thou" dialogue to such varied fields as religion, social thought, philosophy, myth, drama, literature, and art. Buber thus responds to the crises and challenges of the 20th century and enables the reader to follow his lifelong struggles toward "authentic existence.".

Any enthymeme can be made logically valid by adding as a suppressed premise a conditional that reiterates the argument's stated content and inferential structure in if-then form, We cannot blanketly prohibit reiteration to avoid this sort of trivialization, because some enthymemes legitimately require completion by reiterative conditionals, The solution proposed here is to allow reiterative expansions, but to rank them, other things being equal, as less charitable than nonreiterative expansions. Reiterative expansions can then be chosen as the most charitable only (...) when all nonreiterative expansions have been eliminated for independent reasons. This pluralistic model encourages experimentation with a number of different permissible expansions in evaluating enthymemes, from the least controversial or problematic to the most trivializing and the least charitable. (shrink)

Gender patterns in speech styles provide us with models of both the dominant confrontational style (male) and the affiliative nurturant style (female). In this paper, I argue that dominant confrontational styles are seriously problematic, in speech as well as in behaviour generally, whereas affiliative nurturant styles offer us a model which can be generalized without contradiction. I distinguish confrontation from competition and address briefly how our classrooms might be used to teach affiliative nurturant styles of talking and living.

A ‘community of minds’ has long been presumed to be a condition of possibility for genuine argumentative interactions. In part because of this disciplinary presupposition, argumentation scholars tend to exclude from their scope of inquiry conflict resolution among culturally heterogeneous and ideologically incompatible formations. Such a stance needs to be reexamined in view of recent developments in the on-going process of globalization. The unprecedented worldwide economic and financial integration has created for the first time a ‘generalized interest’ across national and (...) continental boundaries. The need to countercheck global market forces has given rise to calls for a ‘global legal/ethical system’ or even a ‘transnational public sphere.’ Non-Western interlocutors in general are willing to debate cross-cultural issues in Western terms. Increasingly, Western interlocutors are also seeking to justify Western positions in non-Western terms. This emerging situation renders it both necessary and possible to argue across the boundaries of communities that do not share the same cultural or rhetorical tradition. It also poses a host of theoretical and practical issues whose exploration and analysis should become a new focus of argumentation studies. (shrink)

Coalescent argumentation is a normative ideal that involves the joining together of two disparate claims through recognition and exploration of opposing positions. By uncovering the crucial connection between a claim and the attitudes, beliefs, feelings, values and needs to which it is connected dispute partners are able to identify points of agreement and disagreement. These points can then be utilized to effect coalescence, a joining or merging of divergent positions, by forming the basis for a mutual investigation of non-conflictual options (...) that might otherwise have remained unconsidered. The essay proceeds by defining and discussing ‘argument’, ‘position’ and ‘understanding’. These notions are then brought together to outline the concept of coalescent reasoning. (shrink)

This paper examines Robert Fogelin's suggestion that there may be deep disagreements, where no argument can address what is at issue. A number of possible bases for Fogelin's position are considered and rejected: people sometimes do not have enough in common for reasons to count as reasons; doubt is possible only against the background of framework propositions; key premises may be inarguable; argument must occur within a conceptual framework. The paper concludes by reflecting on why it is important to have (...) a point of view when thinking critically about an argument and whether that fact constitutes a limitation as to what can be achieved by critical thinking. (shrink)

First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

An argument that the deepest disagreement can on occasion be resolved albeit over time.

The problem of what Philosophy is and how it relates to the contemporary concern with thinking and reasoning is one of the first items on the agenda when introducing teachers to Philosophy for Children. Professor Cannon began offering the teachers he trains an overview of these subjects in an attempt to give them a map to some of the areas he and they were to examine during the subsequent workshop. The following is a result of our collaboration in refining this (...) material, which we now use in our teacher training workshops. We offer it in hope that it will be of use to others. (shrink)