This paper attempts three things. It invites you to engage critically with me in the adjudication of a particular controversy. It attempts to argue for and exemplify important procedures which distinguish good and bad thinking in a critical mode. And it argues the case for the separate teaching of critical thinking (henceforth CT).

This paper attempts three things. It invites you to engage critically with me in the adjudication of a particular controversy. It attempts to argue for and exemplify important procedures which distinguish good and bad thinking in a critical mode. And it argues the case for the separate teaching of critical thinking (henceforth CT).

Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.

Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.

This thoughtful new abridgment is enriched by the brilliant commentary which accompanies it. In it, Laurence Dickey argues that the _Wealth of Nations_ contains--and conceals--a great deal of how Smith actually thought a commercial society works. Guided by his conviction that the so-called Adam Smith Problem--the relationship between ethics and economics in Smith's thinking--is a core element in the argument of the work itself, Dickey's commentary focuses on the devices Smith uses to ground his economics in broadly ethical and social (...) categories. An unparalleled guide to an often difficult and perplexing work. (shrink)

C A Winch; Education, Literacy and the Development of Rationality, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 187–200, https://d.

Republic is the central work of the Western world's most famous philosopher. Essentially an inquiry into morality, Republic also contains crucial arguments and insights into many other areas of philosophy. It is also a literary masterpiece: the philosophy is presented for the most part for the ordinary reader, who is carried along by the wit and intensity of the dialogue and by Plato's unforgettable images of the human condition. This new, lucid translation by Robin Waterfield is complemented by full explanatory (...) notes and an up-to-date critical introduction. (shrink)

We contrived at last, somehow or other, to agree in a general conclusion, that he who had wisdom had no need of fortune.

Zettel, an en face bilingual edition, collects fragments from Wittgenstein's work between 1929 and 1948 on issues of the mind, mathematics, and language.

C A Winch; Education, Literacy and the Development of Rationality, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 187–200, https://d.

A central theme throughout the impressive series of philosophical books and articles Stephen Toulmin has published since 1948 is the way in which assertions and opinions concerning all sorts of topics, brought up in everyday life or in academic research, can be rationally justified. Is there one universal system of norms, by which all sorts of arguments in all sorts of fields must be judged, or must each sort of argument be judged according to its own norms? In The Uses (...) of Argument Toulmin sets out his views on these questions for the first time. In spite of initial criticisms from logicians and fellow philosophers, The Uses of Argument has been an enduring source of inspiration and discussion to students of argumentation from all kinds of disciplinary background for more than forty years. (shrink)

Discusses contemporary notions of the self, and examines their origins, development, and effects.

A liberal society seeks not to impose a single way of life, but to leave its citizens as free as possible to choose their own values and ends. It therefore must govern by principles of justice that do not presuppose any particular vision of the good life. But can any such principles be found? And if not, what are the consequences for justice as a moral and political ideal? These are the questions Michael Sandel takes up in this penetrating critique (...) of contemporary liberalism. Sandel locates modern liberalism in the tradition of Kant, and focuses on its most influential recent expression in the work of John Rawls. In the most important challenge yet to Rawls' theory of justice, Sandel traces the limits of liberalism to the conception of the person that underlies it, and argues for a deeper understanding of community than liberalism allows. (shrink)

Ranging over central issues of morals and politics and the nature of freedom and authority, this study examines the role of value-neutrality, rights, equality, ...

Described by the philosopher A.J. Ayer as a work of 'great originality and power', this book revolutionized contemporary thinking on science and knowledge. Ideas such as the now legendary doctrine of 'falsificationism' electrified the scientific community, influencing even working scientists, as well as post-war philosophy. This astonishing work ranks alongside The Open Society and Its Enemies as one of Popper's most enduring books and contains insights and arguments that demand to be read to this day.

This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.

Republic is the central work of the western world's most famous philosopher. Essentially an inquiry into morality, Republic also contains crucial arguments and insights into many other areas of philosophy. It is also a literary masterpiece: the philosophy is presented for the most part for the ordinary reader, who is carried along by the wit and intensity of the dialogue and by Plato's unforgettable images of the human condition. This new, lucid translation by Robin Waterfield is complemented by full explanatory (...) notes and an up-to-date critical introduction. (shrink)

An abridged version of the 1937 an-thropological study of the Azande of the southern Sudan, the theoretical insights of which have proven increasingly influential among both anthropologists and others.