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Mark Battersby [24]Mark Edward Battersby [1]Mark E. Battersby [1]
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Mark Battersby
Capilano University
  1.  18
    Reason in the Balance: An Inquiry Approach to Critical Thinking.Sharon Bailin & Mark Battersby - 2016 - Hackett Publishing Company.
    Unlike most texts in critical thinking, _Reason in the Balance_ focuses broadly on the practice of critical inquiry, the process of carefully examining an issue in order to come to a reasoned judgment. Although analysis and critique of individual arguments have an important role to play, this text goes beyond that dimension to emphasize the various aspects that go into the practice of inquiry, including identifying issues and relevant contexts, understanding competing cases, and making a comparative judgment._ Distinctive Features of (...)
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  2. 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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  3.  52
    Fostering the Virtues of Inquiry.Sharon Bailin & Mark Battersby - 2016 - Topoi 35 (2):367-374.
    This paper examines what constitute the virtues of argumentation or critical thinking and how these virtues might be developed. We argue first that the notion of virtue is more appropriate for characterizing this aspect than the notion of dispositions commonly employed by critical thinking theorists and, further, that it is more illuminating to speak of the virtues of inquiry rather than of argumentation. Our central argument is that learning to think critically is a matter of learning to participate knowledgeably and (...)
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  4.  91
    Enhancing Rationality: Heuristics, Biases, and The Critical Thinking Project.Mark Battersby - 2016 - Informal Logic 36 (2):99-120.
    : This paper develops four related claims: 1. Critical thinking should focus more on decision making, 2. the heuristics and bias literature developed by cognitive psychologists and behavioral economists provides many insights into human irrationality which can be useful in critical thinking instruction, 3. unfortunately the “rational choice” norms used by behavioral economists to identify “biased” decision making narrowly equate rational decision making with the efficient pursuit of individual satisfaction; deviations from these norms should not be treated as an irrational (...)
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  5.  46
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.Mark Battersby - 1989 - Informal Logic 11 (2).
    Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.
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  6.  6
    Is There a Role for Adversariality in Teaching Critical Thinking?Sharon Bailin & Mark Battersby - 2021 - Topoi 40 (5):951-961.
    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 (...)
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  7.  18
    Inquiry: A Dialectical Approach to Teaching Critical Thinking.Sharon Bailin & Mark Battersby - unknown
    We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.
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  8.  20
    Critical Thinking and Cognitive Biases.Mark Battersby & Sharon Bailin - unknown
    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.
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  9.  38
    Applied Epistemology and Argumentation in Epidemiology.Mark Battersby - 2006 - Informal Logic 26 (1):41-62.
    The general goal is to encourage informal logicians and those interested in applied epistemology to look at epidemiology as a paradigmatic science crucially dependant on argumentation to justify its claims. Three specific goals are: 1. exemplify applied epistemology by looking critically at causal argumentation in epidemiology, 2. show that justification of causal claims in epidemiology is a form of “argument to the best explanation,” 3. show that there could be a symbiotic relationship between epidemiology and work in various applied reasoning (...)
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  10.  62
    Critical Inquiry: Considering the Context. [REVIEW]Mark Battersby & Sharon Bailin - 2011 - Argumentation 25 (2):243-253.
    In this paper we discuss the relevance of considering context for critical thinking. We argue that critical thinking is best viewed in terms of ‘critical inquiry’ in which argumentation is seen as a way of arriving at reasoned judgments on complex issues. This is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Using the model which we have developed for teaching critical thinking as critical inquiry, we demonstrate the role played by the following (...)
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  11.  14
    Fallacy Identification in a Dialectical Approach to Teaching Critical Thinking.Mark Battersby, Sharon Bailin & Jan Albert van Laar - 2015 - Inquiry: Critical Thinking Across the Disciplines 30 (1):9-16.
    The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fallacies as argument patterns whose persuasive power is disproportionate to their probative value.
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  12.  76
    Is That a Fact?: A Field Guide for Evaluating Statistical and Scientific Information.Mark Battersby - 2009 - Broadview Press.
    We are inundated by scientific and statistical information, but what should we believe? How much should we trust the polls on the latest electoral campaign? When a physician tells us that a diagnosis of cancer is 90% certain or a scientist informs us that recent studies support global warming, what should we conclude? How can we acquire reliable statistical information? Once we have it, how do we evaluate it? Despite the importance of these questions to our lives, many of us (...)
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  13.  26
    Is That a Fact? Revised Edition: A Field Guide to Statistical and Scientific Information.Mark Battersby - 2013 - Broadview Press.
    We are inundated by scientific and statistical information, but what should we believe? How much should we trust the polls on the latest electoral campaign? When a physician tells us that a diagnosis of cancer is 90% certain or a scientist informs us that recent studies support global warming, what should we conclude? How can we acquire reliable statistical information? Once we have it, how do we evaluate it? Despite the importance of these questions to our lives, many of us (...)
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  14.  21
    Reason in the Balance: Teaching Critical Thinking as Dialectical.Sharon Bailin, Mark Battersby & Patrick Clauss - unknown
    In this paper we describe the approach to critical thinking pedagogy used in our new text, Reason in the Balance: An Inquiry Approach to Critical Thinking. In this text we concentrate on develop-ing students’ ability to analyze and assess competing arguments in a dialectical context. This approach shifts the emphasis from the more common and traditional approach of evaluating individual arguments and fallacy identification. Our focus is on teaching students to analyze and assess competing arguments sur-rounding an issue with the (...)
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  15.  12
    Is That a Fact? - Second Edition: A Field Guide to Statistical and Scientific Information.Mark Battersby - 2015 - Alberta, Canada: Broadview Press.
    How much should we trust the polls on the latest electoral campaign? When a physician tells us that a diagnosis of cancer is 90% certain or a nutritionist tells us what is healthy to eat, what should we believe? Questions such as these are greatly important, yet many of us have only a vague sense of how to answer them. In _Is That a Fact?_, Mark Battersby aims not only to explain how to identify misleading statistics and research, but also (...)
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  16.  23
    What Should I Believe?Sharon Bailin & Mark Battersby - 2017 - Teaching Philosophy 40 (3):275-295.
    “How do I figure out what to believe?” In the face of competing views, conflicting claims, distrust of expertise, and disdain for facts, this question is both understandable and pertinent. The perennial educational task of helping people to evaluate claims and compare arguments in order to engage in reasoned discourse and make reasoned judgments takes on particular urgency in the contemporary context. An obvious venue for such an endeavor is a course in critical thinking, but the way critical thinking is (...)
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  17.  15
    The Competent Layperson: Re-Envisioning the Ideal of the Educated Person.Mark Battersby - 2014 - Inquiry: Critical Thinking Across the Disciplines 29 (3):4-12.
    This article argues that the goal of an undergraduate liberal education should be to educate a competent layperson rather than a disciplinary specialist preparing for graduate school or employment. A competent layperson is someone who has a broad understanding and appreciation of the intellectual landscape, someone who has strong generic intellectual abilities such as critical thinking and research skills which enable them to make inquiries into any area of specialization with efficiency and appropriate confidence. The goal is to develop the (...)
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  18.  27
    Beyond the Boundaries: Critical Thinking and Differing Cultural Perspectives.Sharon Bailin & Mark Battersby - 2009 - Ethics and Education 4 (2):189-200.
    After outlining arguments for the general epistemological presumption in favour of taking into consideration alternative perspectives from other cultures, the article details several examples in which such an examination yields epistemic benefits and challenges. First, our example of alternative conceptions of art demonstrates that a western conception of art as disinterested contemplation cannot be accepted as a general characterization in that it does not adequately characterize the practice of many traditional societies. Second, the case of aboriginal justice reveals assumptions embedded (...)
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  19.  12
    Commentary On: Robert H. Ennis' "Critical Thinking Across the Curriculum".Mark Battersby - unknown
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  20.  10
    Beyond the Boundaries: The Epistemological Significance of Differing Cultural Perspectives.Sharon Bailin & Mark Battersby - unknown
    This paper explores the issue of the epistemological significance of taking into consideration alternative perspectives, particularly those from other cultures. We have a moral duty to respect the beliefs and practices of other cultures, but do we have an epistemological duty to take these beliefs and practices into consideration in our own deliberations? Are views that are held without exposure to alternatives from other cultures less credible than those that have undergone such exposure?
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  21.  8
    Should Critical Thinking Courses Include the Critique of Religious Beliefs?Donald Hatcher & Mark Battersby - unknown
    Over the last few years, there have been five best sellers critical of religion and religious belief. It seems that there is great interest in questions about religious belief. Ironically, critical thinking texts seldom examine the topic. This paper will evaluate eight arguments to exempt religious belief from rational critique. I conclude that the topic of religious belief should not be exempt from critical thinking classes.
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  22.  7
    Commentary on Gratton.Mark Battersby - unknown
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  23.  7
    The Rhetoric of Numbers: Statistical Inference as Argumentation.Mark Battersby - unknown
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  24.  4
    Commentary on Kvernbekk.Mark Battersby - unknown
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  25.  1
    Assessing Expert Claims: Critical Thinking and the Appeal to Authority.Mark E. Battersby - 1993 - Paideusis: Journal of the Canadian Philosophy of Education Society 6 (2):5-16.
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