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  1. Formal Logic for Informal Logicians.David Sherry - 2006 - Informal Logic 26 (2):199-220.
    Classical logic yields counterintuitive results for numerous propositional argument forms. The usual alternatives (modal logic, relevance logic, etc.) generate counterintuitive results of their own. The counterintuitive results create problems—especially pedagogical problems—for informal logicians who wish to use formal logic to analyze ordinary argumentation. This paper presents a system, PL– (propositional logic minus the funny business), based on the idea that paradigmatic valid argument forms arise from justificatory or explanatory discourse. PL– avoids the pedagogical difficulties without sacrificing insight into argument.
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  • Dialogue games as dialogue models for interacting with, and via, computers.Nicolas Maudet & David Moore - 2001 - Informal Logic 21 (3).
    The purpose of this paper is to discuss some ways in which dialectical models can be put to computational use. In particular, we consider means of facilitating human-computer debate, means of catering for a wider range of dialogue types than purely debate and means of providing dialectical support for group dialogues. We also suggest how the computational use of dialectical theories may help to illuminate research issues in the field of dialectic itself.
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  • Three Recalcitrant Problems of Argument Identification.Michael E. Malone - 2003 - Informal Logic 23 (3):237-261.
    Logicians disagree on (1) criteria for the presence of an argument, (2) criteria for adding implicit premises and (3) criteria for linking premises. I attempt to resolve all three problems, and in the process to remove the main obstacles to teaching diagramming. The first problem is resolved by working with real discourse that students find on their own, rather than the artificial examples and problems found in logic texts; it is further reduced by examining the different uses of argument and (...)
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  • Critical Thinking Instruction.Donald Hatcher - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (3):4-19.
    Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...)
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  • Is critical thinking across the curriculum a plausible goal?Donald L. Hatcher - unknown
    Critical thinking 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.
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  • Commentary on Hatcher.Pamela Courtenay Hall - unknown
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  • The Role of Personal Values in Argument Evaluation.Donald Hatcher - unknown
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