Results for 'Critical Thinking'

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  1. Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.
    There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how (...)
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  2. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report).Peter Facione - 1990 - Educational Resources Information Center (ERIC).
    This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.
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  3. Critical Thinking and the Disciplines Reconsidered.Martin Davies - 2013 - Higher Education Research and Development 32 (4):529-544.
    This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show (...)
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  4. Critical Thinking and Pedagogical License.John Corcoran - 1999 - Manuscrito 22 (2):109.
    Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to poetic license or, more generally, to artistic license. Pedagogical license will be found to be pervasive in college teaching. This presentation suggests that critical thinking courses emphasize two topics: first, (...)
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  5. A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, (...)
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  6. 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 (...)
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  7. Argument Maps Improve Critical Thinking.Charles Twardy - 2004 - Teaching Philosophy 27 (2):95--116.
    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.
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  8. Critical thinking and pedagogical license. Manuscrito XXII, 109–116. Persian translation by Hassan Masoud.John Corcoran - 1999 - Manuscrito: Revista Internacional de Filosofía 22 (2):109-116.
    CRITICAL THINKING AND PEDAGOGICAL LICENSE https://www.academia.edu/9273154/CRITICAL_THINKING_AND_PEDAGOGICAL_LICENSE JOHN CORCORAN.1999. Critical thinking and pedagogical license. Manuscrito XXII, 109–116. Persian translation by Hassan Masoud. Please post your suggestions for corrections and alternative translations. -/- Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is (...)
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  9.  75
    Critical Thinking and Community of Inquiry Within Professional Organizations in the Developing World.E. Elicor Peter Paul - 2017 - Journal of Human Values 23 (1):13-20.
    In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of critical (...), I also argue that it should not be expected only among leaders and managers, but also and more importantly, among organizational members and associates. It is for this reason that I introduce Matthew Lipman’s Community of Inquiry as a model for cultivating critical thinking within professional environments. (shrink)
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  10. Critical Thinking and Transcendence : Towards Kantian Ideals of Reason.Christina Hendricks - manuscript
    Paper presented at the Association for Informal Logic and Critical Thinking meeting in conjunction with the Central Division of the American Philosophical Association, Chicago, April 2004.
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  11. Critical Thinking: An Approach That Synthesizes Analytic Philosophy”.Sanjit Chakraborty - 2017 - Indian Philosophical Quarterly 44 (1):67-78.
    This paper concentrates on the resurrection of the journey of analytic philosophy from the perspective of ‘critical thinking,’ a tool of proper thought and understanding. To define an era of philosophy as analytic seems indeed a difficult attempt. However, my attempt would be to look up a few positions from the monumental thoughts of Frege, Russell, Carnap, Wittgenstein, Quine, and Putnam on their ‘analysis’ minded outlooks that developed in different ways based on logic, scientific spirit, conceptual, language etc. (...)
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  12. Critical Thinking for Adults: Can It Be Taught?William M. Goodman - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (2):9-11.
    Much research into why and how critical thinking can be taught is directed towards traditional educational contexts and students. But how can those who are already in the workforce--or who would like to be--obtain needed preparation, as adults, for gaining crucial skills in critical thinking, innovation, and problem solving? Mastery in such skills cannot be learned just by mechanical training techniques, delivered online or otherwise, and many adult-oriented materials for enhancing creativity and problem-solving seem best suited (...)
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  13. Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking.Sam Butchart, Toby Handfield & Greg Restall - 2009 - Teaching Philosophy 32 (1):1-40.
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently (...)
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  14. 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 (...)
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  15. An Introduction to Critical Thinking and Symbolic Logic Volume 2: Informal Reasoning Assignments.Rebeka Ferreira & Anthony Ferrucci - 2018 - Open Educational Resource: OpenStax-CNX and Canvas Commons.
    This textbook is not a textbook in the traditional sense. Here, what we have attempted is compile a set of assignments and exercise that may be used in critical thinking courses. To that end, we have tried to make these assignments as diverse as possible while leaving flexibility in their application within the classroom. Of course these assignments and exercises could certainly be used in other classes as well. Our view is that critical thinking courses work (...)
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  16. An Introduction to Critical Thinking and Symbolic Logic Volume 1: Formal Logic.Rebeka Ferreira & Anthony Ferrucci - 2017 - Open Educational Resource: OpenStax-CNX and Canvas Commons.
    This textbook has developed over the last few years of teaching introductory symbolic logic and critical thinking courses. It has been truly a pleasure to have benefited from such great students and colleagues over the years. As we have become increasingly frustrated with the costs of traditional logic textbooks (though many of them deserve high praise for their accuracy and depth), the move to open source has become more and more attractive. We're happy to provide it free of (...)
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  17. Cooperative Learning, Critical Thinking and Character. Techniques to Cultivate Ethical Deliberation.Nancy Matchett - 2009 - Public Integrity 12 (1).
    Effective ethics teaching and training must cultivate both the critical thinking skills and the character traits needed to deliberate effectively about ethical issues in personal and professional life. After highlighting some cognitive and motivational obstacles that stand in the way of this task, the article draws on educational research and the author's experience to demonstrate how cooperative learning techniques can be used to overcome them.
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  18. Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking.W. Martin Davies - 2014 - International Journal of Learning and Media 4 (3-4):79-84.
    As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...)
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  19. Bloodthink, Doublethink, and the Duplicitous Mind: On the Need for Critical Thinking in a Just Society.Richard Oxenberg - manuscript
    "Crooked people deceive themselves in order to deceive others; in this way the world comes to ruin." This quote from a medieval Confucianist expresses the ethical danger of self-deception. My paper examines the psychological proclivity for self-deception and argues that it lies behind much social and interpersonal injustice. I review Hitler's Mein Kampf, as a premiere example of such cognitive duplicity, and Socratic dialectic, as an example of the cognitive hygiene necessary to combat it. I conclude that a robust educational (...)
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  20. 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 (...)
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  21.  80
    Facing Epistemic Authorities: Where Democratic Ideals and Critical Thinking Mislead Cognition.Thomas Grundmann - forthcoming - In Sven Bernecker, Amy Floweree & Thomas Grundmann (eds.), The Epistemology of Fake News. Oxford: Oxford University Press.
    Disrespect for the truth, the rise of conspiracy thinking, and a pervasive distrust in experts are widespread features of the post-truth condition in current politics and public opinion. Among the many good explanations of these phenomena there is one that is only rarely discussed: that something is wrong with our deeply entrenched intellectual standards of (i) using our own critical thinking without any restriction and (ii) respecting the judgment of every rational agent as epistemically relevant. In this (...)
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  22. Is Your Opinion on Abortion Wrong? Critical Thinking & Abortion.Nathan Nobis & Kristina Grob - 2020 - Science and Philosophy.
    For the past few years in the United States, almost daily there’s a headline about new proposed abortions restrictions. Conservatives cheer, liberals despair. But who is right here? Should abortion be generally legal or should it be banned? Is it usually immoral or is it usually not wrong at all? These same questions, of course, are asked in other countries. To many people, answers to these questions seem obvious, and people with different or contrary answers are, well, just wrong. But (...)
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  23. Thinking Critically About Abortion: Why Most Abortions Aren’T Wrong & Why All Abortions Should Be Legal.Nathan Nobis & Kristina Grob - 2019 - Atlanta, GA: Open Philosophy Press.
    This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. -/- (...)
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  24. Transcendence in Postmetaphysical Thinking. Habermas' God.Maeve Cooke - 2019 - European Journal for Philosophy of Religion 11 (4):21.
    Habermas emphasizes the importance for critical thinking of ideas of truth and moral validity that are at once context-transcending and immanent to human practices. in a recent review, Peter Dews queries his distinction between metaphysically construed transcendence and transcendence from within, asking provocatively in what sense Habermas does not believe in God. I answer that his conception of “God” is resolutely postmetaphysical, a god that is constructed by way of human linguistic practices. I then give three reasons for (...)
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  25. Critical Theories of Crisis in Europe: From Weimar to the Euro.Poul F. Kjaer & Niklas Olsen - 2016 - Lanham, MD 20706, USA: Rowman & Littlefield International.
    What is to be learned from the chaotic downfall of the Weimar Republic and the erosion of European liberal statehood in the interwar period vis-a-vis the ongoing European crisis? This book analyses and explains the recurrent emergence of crises in European societies. It asks how previous crises can inform our understanding of the present crisis. The particular perspective advanced is that these crises not only are economic and social crises, but must also be understood as crises of public power, order (...)
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  26. Minima Pedagogica: Education, Thinking and Experience in Adorno.Snir Itay - 2017 - Journal of Philosophy of Education (1):1-15.
    This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking, and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his (...)
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  27. Subjective Thinking: Kierkegaard on Hegel's Socrates.Daniel Watts - 2010 - Hegel Bulletin of Great Britain 61 (Spring / Summer):23-44.
    This essay considers the critical response to Hegel's view of Socrates we find in Kierkegaard's dissertation, The Concept of Irony. I argue that this dispute turns on the question whether or not the examination of particular thinkers enters into Socrates’ most basic aims and interests. I go on to show how Kierkegaard's account, which relies on an affirmative answer to this question, enables him to provide a cogent defence of Socrates' philosophical practice against Hegel's criticisms.
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  28. Some Thoughts on Thinking and Teaching Styles.Alan Schwerin - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):48-54.
    Descartes provides us with an invaluable framework for thinking critically. And his views on personhood can serve both as a guide for critical thinking and as a means to sharpen some of the concepts central to these programs. My paper is an attempt to illustrate the effectiveness of the seventeenth century Cartesian conception of thinking for scholars today who stress critical thinking in the classroom.
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  29. Causality and Critical Theory: Nature's Order in Adorno, Cartwright and Bhaskar.Craig Reeves - 2009 - Journal of Critical Realism 8 (3):316-342.
    In this paper I argue that Theodor W. Adorno 's philosophy of freedom needs an ontological picture of the world. Adorno does not make his view of natural order explicit, but I suggest it could be neither the chaotic nor the strictly determined ontological images common to idealism and positivism, and that it would have to make intelligible the possibility both of human freedom and of critical social science. I consider two possible candidates, Nancy Cartwright 's ‘patchwork of laws’, (...)
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  30. Critical Review of Chaffin, Imreh, and Crawford, Practicing Perfection: Memory and Piano Performance.Andrew Geeves, Wayne Christensen, John Sutton & Doris McIlwain - 2008 - Empirical Musicology Review 3 (3):163-172.
    How do concert pianists commit to memory the structure of a piece of music like Bach’s Italian Concerto, learning it well enough to remember it in the highly charged setting of a crowded performance venue, yet remaining open to the freshness of expression of the moment? Playing to this audience, in this state, now, requires openness to specificity, to interpretation, a working dynamicism that mere rote learning will not provide. Chaffin, Imreh and Crawford’s innovative and detailed research suggests that the (...)
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  31. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-protective epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience (...)
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  32. Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes.Alison Bailey - 2017 - Hypatia 32 (4):876-892.
    Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home-terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social-justice content. Privilege-preserving epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience (...)
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  33. Deleuze’s Post-Critical Metaphysics.Alistair Welchman - 2009 - Symposium 13 (2):25-54.
    Badiou claims Deleuze’s thinking is pre-critical metaphysics that cannot be understood in relation to Kant. I argue that Deleuze is indeed a metaphysical thinker, but precisely because he is a kind of Kantian. Badiou is right that Deleuze rejects the overwhelmingly epistemic problematics of critical thought in its classical sense, but he is wrong to claim that Deleuze completely rejects Kant. Instead, Deleuze is interested in developing a metaphysics that prolongs Kant’s conception of a productive synthesis irreducible (...)
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  34. Post-Structuralist Angst - Critical Notice: John Bickle, Psychoneural Reduction: The New Wave.Ronald P. Endicott - 2001 - Philosophy of Science 68 (3):377-393.
    I critically evaluate Bickle’s version of scientific theory reduction. I press three main points. First, a small point, Bickle modifies the new wave account of reduction developed by Paul Churchland and Clifford Hooker by treating theories as set-theoretic structures. But that structuralist gloss seems to lose what was distinctive about the Churchland-Hooker account, namely, that a corrected theory must be specified entirely by terms and concepts drawn from the basic reducing theory. Set-theoretic structures are not terms or concepts but the (...)
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  35.  37
    Thinking the Human Being in Economics: from the Individual (homo oeconomicus) to the Person [Pensar o ser humano na Economia: do indivíduo (homo oeconomicus) à pessoa].Pedro McDade - 2008 - Brotéria 167 (4):243-263.
    How does economics understand the human being? In this article, I present the current dominant conception of the human being in neoclassical theory, which is usually labelled as 'homo oeconomicus' (economic man). I describe the traits of this anthropology, and present the historical context in which it emerged. Then I make its critical evaluation. This is followed by a discussion of two recent alternative conceptions of the human being, which try to go beyond the individualist 'homo economicus' paradigm. I (...)
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  36. Two Modes of Non-Thinking. On the Dialectic Stupidity-Thinking and the Public Duty to Think.Lavinia Marin - 2018 - Revue Roumaine de Philosophie 62 (1):65-80.
    This article brings forth a new perspective concerning the relation between stupidity and thinking by proposing to conceptualise the state of non-thinking in two different ways, situated at the opposite ends of the spectrum of thinking. Two conceptualisations of stupidity are discussed, one critical which follows a French line of continental thinkers, and the other one which will be called educational or ascetic, following the work of Agamben. The critical approach is conceptualised in terms of (...)
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  37.  95
    Introduction.Martin Davies & Ronald Barnett - 2015 - In M. Davies and R. Barnett (ed.), The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: pp. 1-25.
    What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as (...)
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  38. Faculty as Critical Thinkers: Challenging Assumptions.Claire Phillips & Susan Green - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):44-50.
    The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors (...)
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  39. Making Sense in Education: Deleuze on Thinking Against Common Sense.Itay Snir - 2018 - Educational Philosophy and Theory 50 (3):299-311.
    According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical (...)
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  40. A Critical Analysis of J.L. Schellenberg's Views on the Problem of Divine Hiddenness تحلیل انتقادی دیدگاه جان شلنبرگ در باب مسأله خفای الاهی.Sayyed Nasirahmad Hossaini - 2014 - پژوهشنامه فلسفه دین 12 (2):133-157.
    In 1993, for the first time, John L. Schellenberg, the contemporary philosopher of religion, proposed the “Hiddenness Argument’’. According to this argument, as God doesn’t provide for many people sufficient evidence for His existence, He is Hidden. In the other words, that many people inculpably fail to find sufficient evidence for the existence of God constitutes evidence for atheism. Schellenberg argues that since a loving God would not withhold the benefits of belief, the lack of evidence for God’s existence is (...)
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  41. Sellars, Realism, and Kantian Thinking.Willem A. deVries - 2012 - Normative Functionalism and the Pittsburgh School.
    This essay is a response to Patrick Reider’s essay “Sellars on Perception, Science and Realism: A Critical Response.” Reider is correct that Sellars’s realism is in tension with his generally Kantian approach to issues of knowledge and mind, but I do not think Reider’s analysis correctly locates the sources of that tension or how Sellars himself hoped to be able to resolve it. Reider’s own account of idealism and the reasons supporting it are rooted in the epistemological tradition that (...)
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  42. The Democratization of Social Media A Critical Perspective in Technology.Rangga Kala Mahaswa - 2017 - In International Conference on Religion and the Challenge of Democracy in Indonesia. Yogyakarta: Center for Religion and Science, UIN Sunan Kalijaga.
    Social Media is part of contemporary technology that is the contentious subject matter within the society. It is paradoxical when social media should provide techniques and objects that serve human being in a positive way, but at the same time, it can dehumanize human being such as alienation. The main problem is because the lack of impact of public policy, which does not involve society in the democratic sphere. The article is about the possibility of democratization social media in the (...)
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  43.  45
    Critical Analysis of the Philosophical Conception of Verification of Being/the Self in Heidegger's “Being and Time” Against Dao/the Other in Laozi's Daodejing.Lucian Green - 2015 - Best Thinking.
    That dao and being are correct as written about by Laozi and Heidegger respectively is exposed through eight perspectives.
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  44. Théories à processus duaux et théories de l’éducation : Le cas de l’enseignement de la pensée critique et de la logique.Guillaume Beaulac & Serge Robert - 2011 - Les ateliers de l'éthique/The Ethics Forum 6 (1):63-77.
    Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could (...)
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  45. Immersive Ideals / Critical Distances : Study of the Affinity Between Artistic Ideologies in Virtual Reality and Previous Immersive Idioms.Joseph Nechvatal (ed.) - 2010 - Berlin: LAP Lambert Academic Publishing AG & Co KG.
    My research into Virtual Reality technology and its central property of immersion has indicated that immersion in Virtual Reality (VR) electronic systems is a significant key to the understanding of contemporary culture as well as considerable aspects of previous culture as detected in the histories of philosophy and the visual arts. The fundamental change in aesthetic perception engendered by immersion, a perception which is connected to the ideal of total-immersion in virtual space, identifies certain shifts in ontology which are relevant (...)
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  46.  77
    The Foundation Stone of Psychology and Philosophy--A Critical Review of 'On Certainty' by Ludwig Wittgenstein (1969) (1951). (Review Revised 2019).Michael Starks - 2019 - In The Logical Structure of Human Behavior. Las Vegas, NV USA: Reality Press. pp. 110-141.
    A critical review of Wittgenstein's 'On Certainty' which he wrote in 1950-51 and was first published in 1969. Most of the review is spent presenting a modern framework for philosophy (the descriptive psychology of higher order thought) and positioning the work of Wittgenstein and John Searle in this framework and relative to the work of others. It is suggested that this book can be regarded as the foundation stone of psychology and philosophy as it was the first to describe (...)
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  47. Using Computer-Assisted Argument Mapping to Teach Reasoning to Students.Martin Davies, Ashley Barnett & Tim van Gelder - 2021 - In J. Anthony Blair (ed.), Studies in Critical Thinking (2nd Edition). Windsor, ON, Canada: Windsor Studies in Argumentation. pp. 115-152.
    Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.
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  48.  47
    Connectomes as Constitutively Epistemic Objects: Critical Perspectives on Modeling in Current Neuroanatomy.Philipp Haueis & Jan Slaby - 2017 - In Progress in Brain Research Vol 233: The Making and Use of Animal Models in Neuroscience and Psychiatry. Amsterdam: pp. 149–177.
    in a nervous system of a given species. This chapter provides a critical perspective on the role of connectomes in neuroscientific practice and asks how the connectomic approach fits into a larger context in which network thinking permeates technology, infrastructure, social life, and the economy. In the first part of this chapter, we argue that, seen from the perspective of ongoing research, the notion of connectomes as “complete descriptions” is misguided. Our argument combines Rachel Ankeny’s analysis of neuroanatomical (...)
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  49. The Foundation Stone of Psychology and Philosophy--A Critical Review of 'On Certainty' by Ludwig Wittgenstein.Michael Starks - 2017 - Philosophy, Human Nature and the Collapse of Civilization -- Articles and Reviews 2006-2017 3rd Ed 686p(2017).
    A critical review of Wittgenstein's 'On Certainty' which he wrote in 1950-51 and was first published in 1969. Most of the review is spent presenting a modern framework for philosophy(the descriptive psychology of higher order thought) and positioning the work of Wittgenstein and John Searle in this framework and relative to the work of others. It is suggested that this book can be regarded as the foundation stone of psychology and philosophy as it was the first to describe the (...)
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  50. The Fundamental Asking and a Return to Being: A Formulation for Man’s Re-Thinking of the Environment and its Concerns.Tyron Keith Maru V. Sabal - manuscript
    For the German philosopher Martin Heidegger man in the contemporary age is living an inauthentic life. This inauthenticity he accounts for man’s misrelating to the world, that is, of things and other men. He sees this misrelating as a threat to man’s existence, that, if not given immediate attention leading towards a resolution, man is to perish together with his history. This inauthenticity that he speaks of is grounded in a forgetting, that is, the forgetting of being. But what is (...)
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