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Full-Text Articles in Arts and Humanities
Commentary On "Why Not Teach Critical Thinking" By B. Hamby, Kevin Possin
Commentary On "Why Not Teach Critical Thinking" By B. Hamby, Kevin Possin
OSSA Conference Archive
Some ways of teaching critical thinking seem destine to failure, e.g.,CT across the curriculum, and some obstacles to acquiring CT skills seem insurmountable, e.g., cognitive biases, but some approaches to teaching and learning to think critically, discussed in this article, can mitigate those biases and be demonstrably successful.
Critical Thinking And Cognitive Biases, Mark Battersby, Sharon Bailin
Critical Thinking And Cognitive Biases, Mark Battersby, Sharon Bailin
OSSA Conference Archive
We argue that psychological research can enhance the identification of reasoning errors and the development of an appropriate pedagogy to instruct people in how to avoid these errors. In this paper we identify some of the findings of psychologists that help explain some common fallacies, give examples of fallacies identified in the research that have not been typically identified in philosophy, and explore ways in which this research can enhance critical thinking instruction.
Trust Based On Bias: Cognitive Constraints On Source-Related Fallacies, Steve Oswald, Christopher Hart
Trust Based On Bias: Cognitive Constraints On Source-Related Fallacies, Steve Oswald, Christopher Hart
OSSA Conference Archive
This paper advances a cognitive account of the rhetorical effectiveness of fallacious arguments and takes the example of source-related fallacies. Drawing on cognitive psychology and evolutionary linguistics, we claim that a fallacy enforces accessibility and epistemic cognitive constraints on argument processing targeted at preventing the addressee from spotting its fallaciousness, by managing to prevent or circumvent critical reactions. We address the evolutionary bases of biases and the way that these are exploited in fallacious argumentation.