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Full-Text Articles in Arts and Humanities
Practically Creative: The Role Of Design Thinking As An Improved Paradigm For 21st Century Art Education, Delane Ingalls Vanada
Practically Creative: The Role Of Design Thinking As An Improved Paradigm For 21st Century Art Education, Delane Ingalls Vanada
Learn X Design Conference Series
Art and design education hold a unique role in preparing the kinds of innovative, balanced, synthetic creators and thinkers needed in the 21st century. This paper sheds shed light on how learner-centered art classrooms, that incorporate design thinking as a balanced process, can better develop the overall learning capacity of students. In a mash-up between mixed model research involving the impact of learner-centered pedagogies on visual art students’ balanced intelligence and reviews of literature surrounding the promotion of depth and complexity of knowledge, new conceptual frameworks are offered. Towards a vision of fostering deep, connected, and independent thinkers, the author—as …
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.
Critical Thinking And The Argumentational And Epistemic Virtues, Tracy Bowell, Justine Kingsbury
Critical Thinking And The Argumentational And Epistemic Virtues, Tracy Bowell, Justine Kingsbury
OSSA Conference Archive
In this paper we argue that while a full-blown virtue-theoretical account of argumentation is implausible, there is scope for augmenting a conventional account of argument by taking a character-oriented turn. We then discuss the characteristics of the good epistemic citizen, and consider approaches to nurturing these characteristics in critical thinking students, in the hope of addressing the problem of lack of transfer of critical thinking skills to the world outside the classroom.
Critical Thinking Across The Curriculum (Ctac), Robert H. Ennis
Critical Thinking Across The Curriculum (Ctac), Robert H. Ennis
OSSA Conference Archive
Implementing critical thinking across the curriculum is challenging, involving securing substantial agreement on the nature of critical thinking, areas of prospective application (subject matter? everyday life?), degree of need for a separate course, and the nature of coordination, including leadership, a glossary, selection of courses for incorporation, avoidance of duplication and gaps, acquiring required subject matter, and assessment of the total effort, teaching methods used, and decrease or increase in retention of subject matter.
Measuring Critical Thinking About Deeply Held Beliefs, Ilan Goldberg, Justine Kingsbury, Tracy Bowell
Measuring Critical Thinking About Deeply Held Beliefs, Ilan Goldberg, Justine Kingsbury, Tracy Bowell
OSSA Conference Archive
The California Critical Thinking Dispositions Inventory (CCTDI) is a commonly used tool for measuring critical thinking dispositions. However, research on the efficacy of the CCTDI in predicting good thinking about students’ own deeply held beliefs is scant. In this paper we report on preliminary results from our ongoing study designed to gauge the usefulness of the CCTDI in this context.
Willingness To Inquire: The Cardinal Critical Thinking Virtue, Benjamin Hamby
Willingness To Inquire: The Cardinal Critical Thinking Virtue, Benjamin Hamby
OSSA Conference Archive
Critical thinking skills have associated critical thinking virtues, and the internal motivation to carefully examine an issue in an effort to reach a reasoned judgment, what I call the “willingness to inquire”, is the critical thinking virtue that stands behind all skilled and virtuous thinking that contributes to critical thinking. In this paper, I argue that the willingness to inquire is therefore a more primary critical thinking virtue than charity, open-mindedness, or valuing fallacious-free reasoning.
Is Critical Thinking Across The Curriculum A Plausible Goal?, Donald L. Hatcher
Is Critical Thinking Across The Curriculum A Plausible Goal?, Donald L. Hatcher
OSSA Conference Archive
Critical thinking (CT) is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.
Critical Thinking And Epistemic Responsibility, David Kary
Critical Thinking And Epistemic Responsibility, David Kary
OSSA Conference Archive
An argument developed by Michael Huemer raises doubts about the epistemic responsibility of taking a ‘critical thinking’ approach to belief formation. This paper takes issue with Huemer’s depiction of critical thinking as an approach that rejects all reliance on the intellectual authority of others, and it offers a more realistic depiction. The paper ultimately contends that Huemer’s argument fails because it rests on an impoverished and unaccountably individualistic notion of epistemic responsibility.