About this topic
Summary Critical thinking is a cluster concept encompassing both the cognitive and meta-cognitive skills, practices and abilities, and the dispositions and character traits that make for reasonable, reflective, and self-aware judgment and decision-making. This double focus tends to produce inquiry along two general lines. One the one hand, there are inquiries that we might think of as falling broadly into applied epistemology (e.g. What are the signs of trustworthiness in a source of evidence? How can agents avoid having false beliefs about important matters? etc.). On the other, there are more normative inquiries that shade into the moral and quasi-moral (e.g. Why is it important to care about avoiding falsehoods in one’s beliefs? What practices are required for minimally responsible use of one’s rational faculties? etc.). Of key importance to the critical thinking endeavor is interest not only in settling these questions but in learning how to teach good epistemic habits and character traits to students. Questions here include what practices we ought to teach, given the limited time we have with students, how we should go about teaching it for maximally beneficial results, and how we should assess and evaluate those results to be sure that what we do is working. Predictably, it is here where critical thinking research becomes interdisciplinary in nature. There are long-standing, active bodies of research into critical thinking in education, psychology, medicine and business, just to name a few. Critical thinking researchers in philosophy have often (but by no means always) taken good work from well-constructed studies from across disciplinary lines seriously in their own work.
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  1. Self-Trust and Critical Thinking Online: A Relational Account.Lavinia Marin & Samantha M. Copeland - manuscript
    An increasingly popular solution to the anti-scientific climate rising on social media platforms has been the appeal to more critical thinking from the user's side. In this paper, we zoom in on the ideal of critical thinking and unpack it in order to see, specifically, whether it can provide enough epistemic agency so that users endowed with it can break free from enclosed communities on social media (so called epistemic bubbles). We criticise some assumptions embedded in the ideal of critical (...)
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  2. Problems of Religious Luck, Ch. 4: "We Are All of the Common Herd: Montaigne and the Psychology of Our 'Importunate Presumptions'".Guy Axtell - forthcoming - In Problems of Religious Luck: Assessing the Limits of Reasonable Religious Disagreement.
    As we have seen in the transition form Part I to Part II of this book, the inductive riskiness of doxastic methods applied in testimonial uptake or prescribed as exemplary of religious faith, helpfully operationalizes the broader social scientific, philosophical, moral, and theological interest that people may have with problems of religious luck. Accordingly, we will now speak less about luck, but more about the manner in which highly risky cognitive strategies are correlated with psychological studies of bias studies and (...)
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  3. Fake News and Epistemic Vice: Combating a Uniquely Noxious Market.Megan Fritts & Frank Cabrera - forthcoming - Journal of the American Philosophical Association.
    The topic of fake news has received increased attention from philosophers since the term became a favorite of politicians (Habgood-Coote 2016; Dentith 2016). Notably missing from the conversation, however, is a discussion of fake news and conspiracy theory media as a market. This paper will take as its starting point the account of noxious markets put forward by Debra Satz (2010), and will argue that there is a pro tanto moral reason to restrict the market for fake news. Specifically, we (...)
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  4. Online Misinformation and “Phantom Patterns”: Epistemic Exploitation in the Era of Big Data.Megan Fritts & Frank Cabrera - forthcoming - Southern Journal of Philosophy:1-29.
    In this paper, we examine how the availability of massive quantities of data i.e., the “Big Data” phenomenon, contributes to the creation, spread, and harms of online misinformation. Specifically, we argue that a factor in the problem of online misinformation is the evolved human instinct to recognize patterns. While the pattern-recognition instinct is a crucial evolutionary adaptation, we argue that in the age of Big Data, these capacities have, unfortunately, rendered us vulnerable. Given the ways in which online media outlets (...)
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  5. Peter Singer: Die Teich-Analogie.David Löwenstein - forthcoming - Zeitschrift Für Didaktik der Philosophie Und Ethik.
    This paper presents a passage from Peter Singer on the pond analogy and comments on its content and use in the classroom, especially with respect to the development of the learners' argumentative skills.
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  6. Critical Thinking and Epistemic Injustice. An Essay in Epistemology of Education.Alessia Marabini - forthcoming - Cham, Switzerland: Springer.
  7. Ignoring Qualifications as a Pragmatic Fallacy: Enrichments and Their Use for Manipulating Commitments.Fabrizio Macagno - 2022 - Langages 1 (13).
    The fallacy of ignoring qualifications, or secundum quid et simpliciter, is a deceptive strategy that is pervasive in argumentative dialogues, discourses, and discussions. It consists in misrepresenting an utterance so that its meaning is broadened, narrowed, or simply modified to pursue different goals, such as drawing a specific conclusion, attacking the interlocutor, or generating humorous reactions. The “secundum quid” was described by Aristotle as an interpretative manipulative strategy, based on the contrast between the “proper” sense of a statement and its (...)
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  8. El proyecto arquitectónico de la filosofía crítica de Kant como reforma a la filosofía.Daniel Caballero López - 2021 - Theoría. Revista del Colegio de Filosofía 1 (41):6-25.
    El presente artículo ofrece una interpretación de la totalidad de la filosofía kantiana como reforma al concepto de filosofía de acuerdo con la naturaleza metafísica y moral de la razón. Para ello se articulan los elementos que sirven a la reforma, a saber, la comprensión de la filosofía bajo el concepto escolástico y bajo el cósmico, este último desprendido de la teleología racional expresada en la consideración histórica de la filosofía. Después, se construye la interpretación de la metodología arquitectónica que (...)
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  9. Second Philosophy and Testimonial Reliability: Philosophy of Science for STEM Students.Frank Cabrera - 2021 - European Journal for Philosophy of Science (3):1-15.
    In this paper, I describe some strategies for teaching an introductory philosophy of science course to Science, Technology, Engineering, and Mathematics (STEM) students, with reference to my own experience teaching a philosophy of science course in the Fall of 2020. The most important strategy that I advocate is what I call the “Second Philosophy” approach, according to which instructors ought to emphasize that the problems that concern philosophers of science are not manufactured and imposed by philosophers from the outside, but (...)
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  10. Adversariality and Ideal Argumentation: A Second-Best Perspective.Marc-Kevin Daoust - 2021 - Topoi 40 (5):887-898.
    What is the relevance of ideals for determining virtuous argumentative practices? According to Bailin and Battersby (2016), the telos of argumentation is to improve our cognitive systems, and adversariality plays no role in ideally virtuous argumentation. Stevens and Cohen (2019) grant that ideal argumentation is collaborative, but stress that imperfect agents like us should not aim at approximating the ideal of argumentation. Accordingly, it can be virtuous, for imperfect arguers like us, to act as adversaries. Many questions are left unanswered (...)
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  11. 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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  12. We Owe It to Others to Think for Ourselves.Finnur Dellsén - 2021 - In Jonathan Matheson & Kirk Lougheed (eds.), Epistemic Autonomy. Routledge.
    We are often urged to figure things out for ourselves rather than to rely on other people’s say-so, and thus be ‘epistemically autonomous’ in one sense of the term. But why? For almost any important question, there will be someone around you who is at least as well placed to answer it correctly. So why bother making up your own mind at all? I consider, and then reject, two ‘egoistic’ answers to this question according to which thinking for oneself is (...)
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  13. Susan Stebbing’s Logical Interventionism.Alexander X. Douglas & Jonathan Nassim - 2021 - History and Philosophy of Logic 42 (2):101-117.
    We examine a contribution L. Susan Stebbing made to the understanding of critical thinking and its relation to formal logic. Stebbing took expertise in formal logic to authorise logical intervention in public debate, specifically in assessing of the validity of everyday reasoning. She held, however, that formal logic is purely the study of logical form. Given the problems of ascertaining logical form in any particular instance, and that logical form does not always track informal validity, it is difficult to see (...)
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  14. Interaktion in großen Gruppen: Kursformat, Atmosphäre, Arbeitsformen.David Löwenstein - 2021 - Neues Handbuch Hochschullehre 101 (C 2.43):1-14.
    Auch in großen Studierendengruppen lässt sich die Lehre aktivierend und interaktiv gestalten. Ein Beispiel dafür ist das hier in seinen zentralen Gestaltungsmerkmalen skizzierte Konzept eines Einführungsmoduls zur Logik und Argumentanalyse. Ein integriertes Kursformat erlaubt einen dynamischen Wechsel zwischen verschiedenen Arbeitsformen. Metakommentare und andere Maßnahmen schaffen eine authentisch wertschätzende Kursatmosphäre. Eine Vielfalt interaktiver Arbeitsformen ermöglicht individuelle Lernwege in heterogenen Studierendengruppen.
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  15. Argumentative Skills: A Systematic Framework for Teaching and Learning.David Löwenstein, Anne Burkard, Annett Wienmeister, Henning Franzen & Donata Romizi - 2021 - Journal of Didactics of Philosophy 5 (2):72-100.
    In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant (...)
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  16. Critical Thinking: J. Haber, Cambridge, MA and London: MIT Press, 2020. Xviii + 207 Pp. $15.95. ISBN 978-0-262-53828-2. [REVIEW]B. Musametov - 2021 - History and Philosophy of Logic 42 (1):97-99.
    In modern socio-economic conditions, one of the priority areas of higher education is the training of a competent specialist with a high culture of thinking, capable of independently making responsible and professional decisions, and acting creatively in non-standard situations. Haber argues that critical thinking (hereafter – CT) is an indispensable skill to achieve this goal; moreover, current global burning issues point out that ‘acquiring and applying this skill is vital to our survival as a society’ (xiii). So, Haber presents his (...)
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  17. Una propuesta de objetivismo ético para contrarrestar la posverdad en la era de la cuarta revolución industrial.Julio C. Silva - 2021 - Futuro Hoy 1 (2):25-27.
    Este ensayo propone un objetivismo ético basado en la naturalización de la ética. Para lograr este objetivo, primero presentaremos la argumentación general del relativismo moral y mostraremos que esta es inválida. A continuación, veremos la razón por la que el relativismo moral es insostenible: hay valores morales que necesariamente deben ser universales. Luego, defenderemos la idea de que los conflictos morales surgen por discrepancias entre creencias fácticas, y una manera de contrarrestar este hecho es mediante el desarrollo del pensamiento crítico. (...)
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  18. Doing Practical Ethics: A Skills-Based Approach to Moral Reasoning.Jason Swartwood & Ian Stoner - 2021 - New York, NY, USA: Oxford University Press.
    Doing Practical Ethics is a skills-focused textbook suitable for a variety of Ethics courses. Much as Logic textbooks teach argument skills by demonstrating and then giving students exercises to practice, Doing Practical Ethics provides carefully scaffolded demonstrations and practice opportunities for many of the component argument skills required for engaging in practical ethics. Most chapters of Doing Practical Ethics have 3 components: (1) a clear explanation (with many examples) of a specific skill for analyzing, evaluating, or constructing moral arguments; (2) (...)
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  19. Faşizm.Özgür Yalçın (ed.) - 2021 - Ankara: Dipnot Yayınları.
  20. Düşünmenin Alfabesi.Yasin Ramazan Basaran - 2020 - İstanbul, Turkey: Babil Kitap.
    Yaşadığımız çağ bize emsalsiz miktarda bilgi, bir o kadar da karmaşa getiriyor. Düşüncelerimizi sağlıklı biçimde kurmak, safsatalara düşmekten kaçınmak hiç olmadığı kadar zor. Eleştirel düşünce başlı başına bir disipline dönüşmüş durumda. Yasin Ramazan, tüm bu keşmekeş içinde yolunu kaybetmeden tutarlı düşünceler üretmeye çalışan okura rehberlik etmeyi hedefliyor. Düşünmenin Alfabesi nasıl mantıklı düşüneceğinizi öğretmeyi hedeflese de bir mantık kitabı değil. Teorikten ziyade pratik, anlayarak yola koyulmayı teşvik eden bir metin. Sadece başkalarının düşüncelerini kritik etmeyi değil, kendi öğrenme ve düşünme serüvenimizi de (...)
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  21. Rigour and Reason : Essays in Honour of Hans Vilhelm Hansen.John Anthony Blair & Christopher Tindale (eds.) - 2020 - Windsor: Windsor Studies in Argumentation.
    Built in the centre of Copenhagen, and noted for its equestrian stairway, the Rundetaarn (Round Tower), was intended as an astronomical observatory. Part of a complex of buildings that once included a university library, it affords expansive views of the city in every direction, towering above what surrounds it. The metaphor of the towering figure, who sees what others might not, whose vantage point allows him to visualize how things fit together, and who has an earned-stature of respect and authority, (...)
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  22. Critique. Destructive et constructive.Mario Bunge - 2020 - Mεtascience 1:223-226.
    Chez les scientifiques, la plupart des critiques sont constructives, alors qu’elles sont destructrices chez les humanistes. En effet, les scientifiques font circuler leurs brouillons entre collègues et étudiants, dans l’espoir de recueillir leurs commentaires et suggestions avant de soumettre leurs travaux à la publication. En revanche, les philosophes et les penseurs politiques attaquent leurs rivaux à coup d’arguments ad hominem et d’insultes. La raison de cette différence est que les scientifiques recherchent la vérité, alors que la plupart des humanistes se (...)
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  23. Criticism. Destructive and Constructive.Mario Bunge - 2020 - Mεtascience 1:online.
    In the scientific communities most criticisms are constructive, while they are destructive in the humanistic circles. Indeed, scientists circulate their drafts among colleagues and students, hoping to elicit their comments and suggestions before submitting their work to publication. In contrast, philosophers and political thinkers attack their rivals, without sparing arguments ad hominem or even insults. The reason for this difference is that scientists are after the truth, whereas most humanists fight for more or less noble causes, from swelling their own (...)
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  24. On One Case of Condensation.Andrej Poleev - 2020 - Enzymes 18.
  25. Znaczenie znaczenia w argumentacji. Zarys argumentów semantycznych.Jakub Pruś - 2020 - In Ewa Szkudlarek-Śmiechowicz, Wierzbicka, Agnieszka & Elwira Olejniczak (eds.), Słowo. Znaczenie – struktura – kontekst. Łódź, Polska: pp. 53–67.
    Jeśli można mówić o modzie w badaniach naukowych, to semantyka jest od prawie wieku niewątpliwie jedną z bardziej modnych dziedzin w nauce. Badają ją nie tylko logicy i filozofowie języka, lecz także kulturoznawcy, antropologowie, filologowie, kognitywiści czy informatycy. Niniejszy artykuł ma na celu zbadanie roli, jaką odgrywa semantyka w teorii argumentacji, a dokładniej — zarysowanie pewnego modelu argumentacji, który modyfikuje znaczenia terminów dla celów argumentacyjnych. Najpierw przedstawię kilka przykładowych argumentów semantycznych, analizując każdy z nich na tyle, aby wydobyć pewne subtelności (...)
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  26. Studies in Critical Thinking.John Anthony Blair (ed.) - 2019 - Windsor: University of Windsor.
    Critical thinking deserves both imaginative teaching and serious theoretical attention. Studies in Critical Thinking assembles an all-star cast to serve both.
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  27. Reasons: A Digital Argument Mapping Library for Modern Browsers.Dave Kinkead, Deborah Brown, Peter Ellerton & Claudio Mazzola - 2019 - Journal of Open Source Software 4 (37):1044.
    Reasons.js is an open-source, loosely-coupled, web-based argument mapping library that can be integrated into a range of online coursewares and websites. The javascript library can be embedded into any HTML page and allows users to create, edit, share, and export argument maps . The API is designed to permit the integration of the three stages of informal logical analysis — identification of truth claims within arguments, the analysis of logical structure, and synthesis of logical structure into written form.
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  28. Educating for Intellectual Virtue: A Critique From Action Guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...)
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  29. The Logic of Academic Writing.Fabrizio Macagno & Chrysi Rapanta - 2019 - New York, NY, USA: Wessex.
    The logic of academic writing is the argumentative strategy on which our papers, our sections, and our paragraphs are based. It is a strategy, as it is a plan that connects different steps and has a specific goal, namely convincing the audience of an original and important idea. And it is argumentative, for two reasons. First, we can defend our idea and we can convince our audience only through arguments, which only in very few disciplines are formal deductions. In most (...)
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  30. Reason Better: An Interdisciplinary Guide to Critical Thinking.David Manley - 2019 - Toronto, ON, Canada: Tophat Monocle.
    This book is the result of rethinking the standard playbook for critical thinking courses, to include only the most useful skills from the toolkits of philosophy, cognitive psychology, and behavioral economics. -/- The text focuses on: -/- - a mindset that avoids systematic error, more than the ability to persuade others - the logic of probability and decisions, more than than the logic of deductive arguments - a unified treatment of evidence, covering statistical, causal, and best-explanation inferences -/- The unified (...)
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  31. How to Think Critically About the Common Past? On the Feeling of Communism Nostalgia in Post-Revolutionary Romania.Lavinia Marin - 2019 - The Annals of the University of Bucharest - Philosophy Series 68 (2):57-71.
    This article proposes a phenomenological interpretation of nostalgia for communism, a collective feeling expressed typically in most Eastern European countries after the official fall of the communist regimes. While nostalgia for communism may seem like a paradoxical feeling, a sort of Stockholm syndrome at a collective level, this article proposes a different angle of interpretation: nostalgia for communism has nothing to do with communism as such, it is not essentially a political statement, nor the signal of a deep value tension (...)
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  32. Структурно-онтологическая матрица: приступаем к идентификации сегментов.Vitalii Shymko - 2019 - Pro|Stranstvo.
    Публикация (#5) из научно-популярного цикла: "Структурная онтология познания с доктором Шимко".
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  33. Outro retrato dos desenhos animados da mente dos metafísicos reducionistas – uma revisão de Peter Carruthers ' A Opacidade da Mente ' (The Opacity of Mind) (2011) (revisão revisada 2019).Michael Richard Starks - 2019 - In Delírios Utópicos Suicidas no Século XXI Filosofia, Natureza Humana e o Colapso de Civilization- Artigos e Comentários 2006-2019 5ª edição. Las Vegas, NV USA: Reality Press. pp. 129-154.
    Materialismo, reducionismo, behaviorismo, funcionalismo, teoria dos sistemas dinâmicos e computacionalismo são visões populares, mas eles foram mostrados por Wittgenstein para ser incoerente. O estudo do comportamento abrange toda a vida humana, mas o comportamento é em grande parte automático e inconsciente e até mesmo a parte consciente, principalmente expressa em linguagem (que Wittgenstein equivale com a mente), não é perspicaz, por isso é fundamental ter um quadro que Searle chama a estrutura lógica da racionalidade (LSR) e eu chamo a psicologia (...)
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  34. Critical Thinking and its Impact on Therapeutic Treatment Outcomes: A Critical Examination.I. L. Williams & David E. Wright - 2019 - British Journal of Guidance and Counselling 2 (13):1-14.
    The literature on critical thinking (CT) in counselling and therapy generally posits higher quality outcomes when CT is applied in therapeutic treatment. We critically examine support for the claim that CT improves clinical outcomes. The purported effects of CT are first identified by arguments in favour of using CT in therapeutic treatment, both in terms of its general efficacy and with regard to its applicability in professional counselling. We then underscore limitations in the current literature, highlighting mainly a gap between (...)
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  35. Inquiry: A New Paradigm for Critical Thinking.Mark Battersby (ed.) - 2018 - Windsor, Canada: Windsor Studies in Argumentation.
    This volume reflects the development and theoretical foundation of a new paradigm for critical thinking based on inquiry. The field of critical thinking, as manifested in the Informal Logic movement, developed primarily as a response to the inadequacies of formalism to represent actual argumentative practice and to provide useful argumentative skills to students. Because of this, the primary focus of the field has been on informal arguments rather than formal reasoning. Yet the formalist history of the field is still evident (...)
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  36. Nature, Science, and Critical Explicitation: Does Conceptual Structure Reflect How Things Are?Louis Caruana - 2018 - International Philosophical Quarterly 58:93-105.
    Science has uncovered many mistakes that had been hidden for centuries among implicit everyday assumptions. When we make explicit what lies implicit within language, there is no guarantee that we will arrive at truth about the world. Many therefore assume that only science delivers truth. Recent debates on this issue often refer to Wilfred Sellars’s arguments against the pre-conceptual given but conclude that his additional insistence on the exclusivity of the scientific image of the world is unfounded. In this paper (...)
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  37. Teaching Argument Diagrams to a Student Who Is Blind.Marc Champagne - 2018 - In Diagrammatic Representation and Inference. Cham, Switzerland: pp. 783–786.
    This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button. When stating a premise, he had to touch one of his shoulders. Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support were (...)
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  38. 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 best when they are (...)
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  39. Self‐Knowledge and Rational Agency: A Defense of Empiricism.Brie Gertler - 2018 - Philosophy and Phenomenological Research 96 (1):91-109.
    How does one know one's own beliefs, intentions, and other attitudes? Many responses to this question are broadly empiricist, in that they take self-knowledge to be epistemically based in empirical justification or warrant. Empiricism about self-knowledge faces an influential objection: that it portrays us as mere observers of a passing cognitive show, and neglects the fact that believing and intending are things we do, for reasons. According to the competing, agentialist conception of self-knowledge, our capacity for self-knowledge derives from our (...)
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  40. Problems in Argument Analysis and Evaluation.Trudy Gover - 2018 - Windsor: University of Windsor.
    We are pleased to publish this WSIA edition of Trudy’s Govier’s seminal volume, Problems in Argument Analysis and Evaluation. Originally published in 1987 by Foris Publications, this was a pioneering work that played a major role in establishing argumentation theory as a discipline. Today, it is as relevant to the field as when it first appeared, with discussions of questions and issues that remain central to the study of argument. It has defined the main approaches to many of those issues (...)
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  41. 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 seriality of thinking, or thinking (...)
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  42. О бедном мышлении замолвите слово, или Зачем нужна системология?Vitalii Shymko - 2018 - Pro|Stranstvo.
    Публикация (#1) из научно-популярного цикла: "Структурная онтология познания с доктором Шимко".
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  43. Системный подход, экзистенциальная депрессия и структурированная галлюцинация – есть ли связь?Vitalii Shymko - 2018 - Pro|Stranstvo.
    Публикация (#2) из научно-популярного цикла: "Структурная онтология познания с доктором Шимко".
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  44. Fascism.Özgür Yalçın - 2018 - Krisis 2:63-66.
  45. Antiquité Critique Et Modernité. Essai Sur le Rôle de la Pensée Critique En Occident_ _, Written by Jean-Marc Narbonne.Benoît Castelnérac - 2017 - International Journal of the Platonic Tradition 11 (2):243-245.
  46. Reasonable Responses: The Thought of Trudy Govier.Hundleby Catherine (ed.) - 2017 - Windsor: University of Windsor.
    This tribute to the breadth and influence of Trudy Govier’s philosophical work begins with her early scholarship in argumentation theory, paying special attention to its pedagogical expression. Most people first encounter Trudy Govier’s work and many people only encounter it through her textbooks, especially A Practical Study of Argument, published in many editions. In addition to the work on argumentation that has continued throughout her career, much of Govier’s later work addresses social philosophy and the problems of trust and response (...)
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  47. "في التمييز بين النقد والانتقاد: فكر صادق جلال العظم أنموذجًا"، مجلة قلمون، العدد الأول، أيار/مايو 2017، ص 27-58.Housamedden Darwish - 2017 - Kalamoon مجلة قلمون 1 (1): 27-58.
    على الرغم من المحاولات الحثيثة أو المستمرة، في الفكر الغربي، كما في الفكر العربي، للتمييز بين النقد والانتقاد، ولتأكيد إيجابية النقد، لا سلبيته، ما زال الخلط أو اللبس بين النقد والانتقاد قائمًا وبارزًا، في كثيرٍ من الأحيان، حتى في بعض النصوص التي تتضمن محاولة القيام هذا التمييز¬، ولا زالت النظرة السلبية إلى النقد طاغيةً أو حاضرةً بقوةٍ، لدرجةٍ سمحت لفيصل دراج بالقول: «النقد في زماننا شبهة، ممارسة مشبوهة، فعل سيء الصيت.» وقبل مناقشة هذه النظرة السلبية للنقد، وربطها بالفكر النقدي عند (...)
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  48. في فهم فكر العظم: بين الفلسفوية والأيديولوجوية والعلموية.Housamedden Darwish - 2017 - مجلة أوراق Awraq 2 (8):57-71.
  49. "في النقد والتابو (الجنسي) عند صادق جلال العظم"، مؤسسة مؤمنون بلا حدود، 23/03/2017.Housamedden Darwish - 2017 - Mominoun Without Borders Institute مؤسسة مؤمنون بلا حدود 1:1-33.
    يتمحور البحث حول نقد صادق جلال العظم للتابوهات، عمومًا، وللتابو الجنسي، خصوصًا، وينطلق البحث من التشديد على أهمية النقد في فكر العظم، على مستويي؛ التنظير له، وممارسته في معظم أو جل أعماله، ليحاول، بعد ذلك، إبراز تلك الممارسة النقدية في ميدان التابوهات عمومًا، وتابو الجنس خصوصًا، وانطلاقًا من ذلك؛ تتمثل الأسئلة الأساسية التي يحاول البحث الإجابة عنها، في الآتي: ما أهمية النقد عمومًا، ونقد التابوهات خصوصًا، في فكر العظم؟ ما العلاقة بين النقد والتحريم، من منظور العظم؟ وإلى أي حدٍّ، وبأي (...)
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  50. Deliberative Rhetoric: Arguing About Doing.Christian Kock (ed.) - 2017 - Windsor: University of Windsor.
    Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.
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