Is There a Role for Adversariality in Teaching Critical Thinking?

Topoi 40 (5):951-961 (2020)
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Abstract

There has been considerable recent debate regarding the possible epistemic benefits versus the potential risks of adversariality in argumentation. Nonetheless, this debate has rarely found its way into work on critical thinking theory and instruction. This paper focuses on the implications of the adversariality debate for teaching critical thinking. Is there a way to incorporate the benefits of adversarial argumentation while mitigating the problems? Our response is an approach based on dialectical inquiry which focuses on a confrontation of opposing views within a collaborative framework.

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Mark Battersby
Capilano University

References found in this work

Metaphors we live by.George Lakoff & Mark Johnson - 1980 - Chicago: University of Chicago Press. Edited by Mark Johnson.
The Enigma of Reason.Dan Sperber & Hugo Mercier (eds.) - 2017 - Cambridge, MA, USA: Harvard University Press.
Metaphors We Live By.George Lakoff & Mark Johnson - 1980 - Ethics 93 (3):619-621.

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