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  1. An "Infusion" Approach to Critical Thinking: Moore on the Critical Thinking Debate.Martin Davies - 2006 - Higher Education Research and Development 25 (2):179-193.
    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 (...)
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  • Cultural Preferences for Formal Versus Intuitive Reasoning.Ara Norenzayan, Edward E. Smith, Beom Jun Kim & Richard E. Nisbett - 2002 - Cognitive Science 26 (5):653-684.
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  • Critical Thinking and Education.John E. McPeck - 1981 - St. Martin's Press.
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  • Inquiries Into Truth and Interpretation: Philosophical Essays Volume 2.Donald Davidson - 2001 - Clarendon Press.
    Donald Davidson presents a new edition of the 1984 volume which set out his enormously influential philosophy of language. Inquiries into Truth and Interpretation has been a central point of reference and a focus of controversy in the subject ever since, and its influence has extended into linguistic theory, philosophy of mind, and epistemology. The central question which these essays address is what it is for words to mean what they do. This new edition features an additional essay, previously uncollected.
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  • Culture, Category Salience, and Inductive Reasoning.Incheol Choi, Richard E. Nisbett & Edward E. Smith - 1997 - Cognition 65 (1):15-32.
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  • In Defence of Critical Thinking as a Subject: If McPeck is Wrong He is Wrong.Victor Quinn - 1994 - Journal of Philosophy of Education 28 (1):101–111.
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  • On the Very Idea of a Conceptual Scheme.Donald Davidson - 1973 - Proceedings and Addresses of the American Philosophical Association 47:5-20.
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  • A Nice Derangement of Epitaphs.Donald Davidson - 1986 - In Ernest Lepore (ed.), Truth and Interpretation: Perspectives on the Philosophy of Donald Davidson. Blackwell. pp. 433--446.
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  • Language and Reality: An Introduction to the Philosophy of Language.Michael Devitt - 1999 - Wiley.
    Completely revised and updated in its Second Edition, _Language and Reality_ provides students, philosophers and cognitive scientists with a lucid and provocative introduction to the philosophy of language.
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  • Colourful Whorfian Ideas: Linguistic and Cultural Influences on the Perception and Cognition of Colour, and on the Investigation of Them.Angus Gellatly - 1995 - Mind and Language 10 (3):199-225.
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  • Using Argument Diagrams to Improve Critical Thinking Skills in 80-100 What Philosophy Is.Maralee Harrell - unknown
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we designed an experiment, performed twice over the course of two semesters, to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the Spring of 2004, and five in the Fall of 2004; and the students of Lecturer I were taught the material using argument diagrams as a tool (...)
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  • Culture and Systems of Thought: Holistic Versus Analytic Cognition.Richard E. Nisbett, Kaiping Peng, Incheol Choi & Ara Norenzayan - 2001 - Psychological Review 108 (2):291-310.
    The authors find East Asians to be holistic, attending to the entire field and assigning causality to it, making relatively little use of categories and formal logic, and relying on "dialectical" reasoning, whereas Westerners, are more analytic, paying attention primarily to the object and the categories to which it belongs and using rules, including formal logic, to understand its behavior. The 2 types of cognitive processes are embedded in different naive metaphysical systems and tacit epistemologies. The authors speculate that the (...)
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  • Critical Thinking.Sharon Bailin & Harvey Siegel - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 181--193.
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  • In Defence of Critical Thinking as a Subject: If McPeck is Wrong He is Wrong.Victor Quinn - 1994 - Philosophy of Education 28 (1):101-111.
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  • The Mcdonaldization of Higher Education.Dennis Hayes & Robin Wynyard - 2002
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  • How to Improve Critical Thinking Using Educational Technology.Tim van Gelder - unknown
    b> Critical thinking is highly valued but difficult to teach effectively. The Reason! project at the University of Melbourne has developed the Reason!Able software as part of a general method aimed at enhancing critical thinking skills. Students using Reason!Able appear to make dramatic gains. This paper describes the challenge involved, the theoretical basis of the Reason! project, the Reason!Able software, and results of intensive evaluation of the Reason! approach.
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  • The Geography of Thought How Asians and Westerners Think Differently--And Why.Richard E. Nisbett - 2003
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  • The Social Aspect of Language.Donald Davidson - 1994 - In Brian McGuiness & Gianluigi Oliveri (eds.), The Philosophy of Michael Dummett. Kluwer Academic Publishers. pp. 1--16.
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  • Structure, Culture, and Intellectual Style: An Essay Comparing Saxonic, Teutonic, Gallic and Nipponic Approaches.J. Galtung - 1981 - Social Science Information 20 (6):817-856.
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  • The Language Instinct.Steven Pinker - 1995 - Harper Perennial.
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  • Reason!: Improving Informal Reasoning Skills.Tim van Gelder - unknown
    The goal of the Reason! project is to develop an effective and affordable method for improving informal reasoning. In this paper we sketch the background to the project, briefly describe the Reason! software, and report positive results from a detailed study of the first full-scale trial.
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  • Enhancing Expertise in Informal Reasoning.Tim van Gelder - 2004 - Canadian Journal of Experimental Psychology 58:142--152.
    People generally develop some degree of competence in general informal reasoning and argument skills, but how do they go beyond this to attain higher expertise? Ericsson has proposed that high-level expertise in a variety of domains is cultivated through a specific type of practice, referred to as ‘deliberate practice’. Applying this framework yields the empirical hypothesis that high-level expertise in informal reasoning is the outcome of extensive deliberate practice. This paper reports results from two studies evaluating the hypothesis. University student (...)
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  • A Reason!Able Approach to Critical Thinking.Tim van Gelder - unknown
    A couple of years ago I set a mundane homework assignment for my class of about 50 mid-level Arts students. They were to take one of the course readings - a chapter from How the Mind Works by Steven Pinker - and return in a week with a one page essay, in which they had identified and evaluated the author's main argument.
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  • Teaching Critical Thinking: Dialogue and Dialectic.John E. McPeck - 1990 - Routledge.
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