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Full-Text Articles in Arts and Humanities
Broadening “In Situ” For Improving Argument Evaluation?, Haavard Koppang
Broadening “In Situ” For Improving Argument Evaluation?, Haavard Koppang
OSSA Conference Archive
The psychology of argumentation (PSA), has added new insight into argumentation theory and informal logic, fields that so far have been strongly influenced by the philosophy of argumentation (PHA). One assumption with regard to the PSA is that reasoning is argumentative and constructed to persuade. Thus, the successful outcome of reasoning is the ability to persuade for action to adapt to specific situations. Whereas biased beliefs – generated by mechanisms such as confirmation bias and motivated reasoning – might sway production and evaluation of arguments significantly. Arguers do not primarily activate reasoning for logical purposes; they do so rather to …
Commentary On Sharon Bailin And Mark Battersby’S “Is There A Role For Adversariality In Teaching Critical Thinking?”, Catherine Hundleby
Commentary On Sharon Bailin And Mark Battersby’S “Is There A Role For Adversariality In Teaching Critical Thinking?”, Catherine Hundleby
OSSA Conference Archive
No abstract provided.
Comments On Developing Critical Thinking With Rhetorical Pedagogy By Elizabeth Ismail, Sharon Bailin
Comments On Developing Critical Thinking With Rhetorical Pedagogy By Elizabeth Ismail, Sharon Bailin
OSSA Conference Archive
In her paper, Ismail argues that common approaches to teaching critical thinking based on informal logic are inadequate and that equating the ability to think critically with the ability to analyze and evaluate arguments is problematic. To remedy these inadequacies, she proposes a pedagogy based in rhetoric. I first examine her critiques of informal logic, seconding many of her concerns regarding the limitations of equating critical thinking with argument analysis and evaluation. I concur with her judgment that there is a case to be made for broadening the scope of critical thinking instruction and argue that the need for a …
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
OSSA Conference Archive
The development of critical thinking skills is emphasized as a fundamental attribute of successful graduates (Ritchhart & Perkins, 2005; Willingham, 2008). Some critical thinking textbooks inform students to “see beyond the rhetoric to the core idea being stated” (Moore and Parker, 2009, p. 21); however, other scholars have begun to suggest that rhetoric is intrinsically interrelated to critical thinking and plays a pivotal role in everyday interactions (Saki, 2016). This paper explores the later.