Thinking is the essence of what it means to be human and defines us more than anything else as a species. Jonathan Evans explores cognitive psychological approaches to understanding the nature of thinking and reasoning, problem solving, and decision making.

THE CHAPTERS and discussions in the volume integrate the various perspectives on critical thinking and stimulate new thinking about thinking. Chapters in the first section present several issues that concern critical thinking, and discuss the lack of core concepts and structures in the field of teaching and critical thinking. Chapter 4 describes Sternberg's theory on how people think. The next three chapters focus on the learning and development of critical thinking and reasoning. Chapters (...) 10 to 12 focus on the teaching of critical thinking, and Chapters 14 though 16 focus on the assessment of critical thinking. The epilogue discusses neglected issues in critical thinking. (shrink)

The Cambridge Handbook of Thinking and Reasoning is the first comprehensive and authoritative handbook covering all the core topics of the field of thinking and ...

This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named (...) “_Hikmah_ Feedback Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the _ḥikmah_ pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education. (shrink)

Commonsense reasoning is one of the main open problems in the field of Artificial Intelligence (AI) while, on the other hand, seems to be a very intuitive and default reasoning mode in humans and other animals. In this talk, we discuss the different paradigms that have been developed in AI and Computational Cognitive Science to deal with this problem (ranging from logic-based methods, to diagrammatic-based ones). In particular, we discuss - via two different case studies concerning commonsense categorization (...) and knowledge invention tasks - how cognitively inspired heuristics can help (both in terms of efficiency and efficacy) in the realization of intelligent artificial systems able to reason in a human-like fashion, with results comparable to human-level performances. (shrink)

This paper provides moderate criticism of so-called normative theories of thinking and reasoning. The discussion focuses on the problems of idealization, adequacy, inconsistent yet non-trivial logics, logical omniscience etc. I called them “internal” to the normative approach, because they stem from the very properties of formal systems used to model these two human activities. Some arguments, however, refer to the current theories in cognitive science, including those which are developed within “descriptive” framework.

Thinking about Reasons collects fourteen new essays on ethics and the philosophy of action, inspired by the work of Jonathan Dancy—one of his generation's most influential moral philosophers.

In his book, Understanding Institutions, Francesco Guala discusses two solutions to the problem of mindreading for coordination, the solution thinking approach proposed by Adam Morton and the team reasoning approach developed by Michael Bacharach, Robert Sugden, and Natalie Gold. I argue that the family resemblance between the two approaches is even stronger than Guala thinks.

Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.

Paper presented at the Association for Informal Logic and Critical Thinking meeting in conjunction with the Central Division of the American Philosophical Association, Chicago, April 2004.

In this essay, I first discuss the conditions set by theorists of democratic deliberation on proper deliberation. These conditions call for reasoned decisions from mutually acceptable premises. Next, I present the ideal of critical thinking that should guide the citizen in this deliberation. I then examine the empirical literature on human reasoning. Some research results in the empirical literature paint a bleak picture of human rationality: we fall victim to heuristics and biases, persevere in our beliefs in the (...) face of contrary evidence, and justify our moral judgments by post hoc-reasoning. In addition, the deliberating groups have problems of their own. The groups may, for example, amplify errors or fall victim to information cascades. Though these epistemically detrimental processes can be overcome, they do present a challenge to our rationality. The essay concludes by arguing that the empirical evidence in fact supports an internalistic approach to group deliberation, a claim challenged by Solomon. (shrink)

An outstanding question for Hybrid dual process models of reasoning is whether both basic and more complex forms of conditional inference result...

This paper discusses abductive reasoning---that is, reasoning in which explanatory hypotheses are formed and evaluated. First, it criticizes two recent formal logical models of abduction. An adequate formalization would have to take into account the following aspects of abduction: explanation is not deduction; hypotheses are layered; abduction is sometimes creative; hypotheses may be revolutionary; completeness is elusive; simplicity is complex; and abductive reasoning may be visual and non-sentential. Second, in order to illustrate visual aspects of hypothesis formation, (...) the paper describes recent work on visual inference in archaeology. Third, in connection with the evaluation of explanatory hypotheses, the paper describes recent results on the computation of coherence. (shrink)

Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of inductive (...) reasoning. Building on this solid foundation, he also delves into areas neglected by other texts, adding extensive material on "inference to the best explanation" and on scientific reasoning; a thorough look at the evaluation of evidence and credibility; and a chapter on the psychological and social factors that can impede critical thinking. Additional notable elements are a chapter on moral reasoning, advice on how to evaluate Internet sources, and guidelines for evaluating occult, paranormal, or supernatural claims. The Power of Critical Thinking, Second Edition, integrates many pedagogical features including hundreds of diverse exercises, examples, and illustrations; progressive, stand-alone writing modules; numerous text boxes; step-by-step guidelines for evaluating claims, arguments, and explanations; a glossary of important terms; and many reminders, summaries, and review notes throughout. The text is supplemented by a companion website at www.oup.com/us/criticalthinking (offering a student study guide and more), and an Instructor's Manual with Test Questions (available both in print and on a CD). This unique text features a modular structure that allows instructors to teach the chapters in almost any order. Written in a student-friendly style and enhanced by humor where appropriate, it is ideal for courses in critical thinking, introduction to logic, informal logic, argumentative writing, and introduction to argumentation. New to the Second Edition * Full-color throughout and an expanded art program (37 more photos and illustrations) * A new writing module--an annotated sample student paper--and five additional essays for analysis * A new section on evaluating news reports and advertising * Timely discussions of intelligent design and population (nonintervention) studies * Expanded coverage of experts and authors and reasons to doubt their reliability * More "Field Problems" and exercise questions * Chapter objectives and key terms with definitions for each chapter. (shrink)

Our ability to think, argue and reason is determined by our ability to question. Questions are a vital component of critical thinking, yet we underestimate the role they play. Using Questions to Think puts questioning back in the spotlight. -/- Naming the parts of questions at the same time as we name parts of thought, this one-of-a-kind introduction allows us to see how questions relate to the definitions of propositions, premises, conclusions, and the validity of arguments. Why is this (...) important? Making the role of questions visible in thinking, reasoning, and dialogue, allows us to: -/- - Ask better questions - Improve our capability to understand an argument - Exercise vigilance in the act of questioning - Make explicit what you already know implicitly - Engage with ideas that contradict our own - See ideas in broader context -/- Breathing new life into our current approach to critical thinking, this practical, much-needed textbook moves us away from the traditional focus on formal argument and fallacy identification, combines the Kantian critique of reason with Hans-Georg Gadamer's hermeneutics and reminds us why thinking can only be understood as an answer to a question. (shrink)

Zygon®, Volume 57, Issue 1, Page 200-222, March 2022.

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: An Introduction to Analytical Reading and Reasoning, Second Edition, provides a nontechnical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking, Second Edition, distinguishes itself from other texts in (...) the field by emphasizing analytical reading as an essential skill. It also provides detailed coverage of argument analysis, diagnostic arguments, diagnostic patterns, and fallacies. Opening with two chapters on analytical reading that help students recognize what makes reasoning explicitly different from other expository activities, the text then presents an interrogative model of argument to guide them in the analysis and evaluation of reasoning. This model allows a detailed articulation of "inference to the best explanation" and gives students a view of the pervasiveness of this form of reasoning. The author demonstrates how many common argument types--from correlations to sampling--can be analyzed using this articulated form. He then extends the model to deal with several predictive and normative arguments and to display the value of the fallacy vocabulary. Ideal for introductory courses in critical thinking, critical reasoning, informal logic, and inductive reasoning, Critical Thinking, Second Edition, features hundreds of exercises throughout and includes worked-out solutions and additional exercises at the end of each chapter. An Instructor's Manual--offering solutions to the text's unanswered exercises and featuring other pedagogical aids--is available on the book's Companion Website at www.oup.com/us/wright. (shrink)

The present essay grew out of an inte:rest in exploring the relationship be tween "imagination" and "reason" in the history of naturalistic thinking. The essay tries to show something of the spirit of naturalism coming to terms with the place of imagination and reason in knowing, making, and doing as activities of human experience. This spirit is discussed by taking as its point of departure the thinking of five writers: Plato, Aristotle, Giam battista Vieo, Jean-Jacques Rousseau, and John (...) Keats. Plato and Aristotle are considered as spokesmen of reason in a world which appeared to be dominated by non-reason. They found it essential for human beings to try to learn how to distinguish between the work of imagin ation and the work of reason. In trying to make such a distinction, it becomes clear that imagination has its legitimate place, along with reason, in human activity. Or we might say that determining the place which each has is a continuing problem when human beings take seriously what is involved in shaping mind and character. (shrink)

The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating important topics that most other texts leave out, such as "inference to the best explanation," scientific reasoning, evidence and authority, visual reasoning, and obstacles to critical thinking.The text integrates many pedagogical features, including hundreds of diverse exercises, examples, and illustrations; text boxes that apply critical thinking to (...) student experience; step-by-step guidelines for evaluating claims, arguments, and explanations; a glossary of important terms; and many reminders, summaries, and review notes. New to this editionNew sections on topics suggested by reviewers - The coverage now includes more discussion of legal reasoning, rhetorical ploys, informal fallacies, probability and statistics, and necessary and sufficient conditions.New Essays for Analysis - Nine essays, several of them by women authors, have been added to the collection of "Essays for Evaluation" in Appendix A, each article accompanied by writing prompts and linked to writing assignments in every chapter. Four pairs of essays are arranged in a pro/con format, each pair debating a single issue. New topics include homosexuality, feminists and pornography, adultery, airport security screenings, women in Afghanistan, Islamic extremists and free speech, and fear of vaccines.New text boxes on current topics. The division of labor for the text boxes is the same, but some of the content is new. The three types of boxes are "Newsmakers" ; "From the Web" ; and "Further Thought".The chapter objectives now correspond to the point-by-point summary at the end of each chapter.Important Clarifications - The following discussions are now even clearer: scientific conservatism in theory choice, the relationship between enumerative induction and statistical syllogisms, and informal fallacies.Some new discussions: the straw man fallacy, biased opinion polls, dishonest political discourse, and gut reactions and intuitions. (shrink)

1. Presumably the point of, say, inculcating a moral outlook lies in a concern with how people live. It may seem that the very idea of a moral outlook makes room for, and requires, the existence of moral theory, conceived as a discipline which seeks to formulate acceptable principles of conduct. It is then natural to think of ethics as a branch of philosophy related to moral theory, so conceived, rather as the philosophy of science is related to science. On (...) this view, the primary topic of ethics is the concept of right conduct, and the nature and justification of principles of behaviour. If there is a place for an interest in the concept of virtue, it is a secondary place. Virtue is a disposition to behave rightly; the nature of virtue is explained, as it were, from the outside in. (shrink)

This paper concerns connection between knowing or accepting a logical principle such as Modus Ponens and actions of reasoning involving it. Discussions of this connection typically mention the so-called ‘Lewis Carroll Regress’ and there is near consensus that the regress shows something important about it. Also, although the regress explicitly concerns logic, many philosophers think that it establishes a more general truth, about the structurally similar connection between epistemic or practical principles and actions involving them. This paper’s first aim (...) is to address key interpretations Carroll’s regress as clearly as possible so as to show precisely how it might be relevant to questions concerning the connection between logical knowledge and reasoning, and, more broadly, to discussions of how epistemic or practical principles may be action-guiding. Its second aim is to show that the regress fails to establish anything of substance about the connection between logical knowledge and reasoning, or any other structurally similar relation, unless substantive, contentious and typically undefended assumptions are made. The consensus is thus on shaky ground. (shrink)

In his book, A Theory of Truces, Nir Eisikovits offers a perceptive and timely ethics of truces based on the claim that we need to reject the ‘false dichotomy between the ideas of war and peace’ underpinning much current thought about conflict and conflict resolution. In this article, I concur that truces and ‘truce thinking’ should be a focus of concern for any political theory wishing to address the realities of war. However, Eisikovits’s account, to be convincing, requires engagement (...) with a tradition of thought figuring only marginally in his reflections on truces, that is, just war theory. I argue this for three reasons. Without incorporation of the just war principles that should inform the decisions to enter conflict, to maintain conflict, and to cease conflict, any theory of truces will be, first, normatively inadequate, failing to provide us with requisite direction, and, second, open to the charge of permitting intolerable injustices, a charge Eisikovits wishes to avoid. Third, engagement with just war theory is important for arriving at a nuanced understanding of peacemaking, one which grants truces their place in our deliberations and spurns simplistic ‘war versus peace’ binaries whilst keeping more ambitious ideals of peace firmly in sight. (shrink)

A novel account of the rationality of religious belief is offered, called quasi-fideism. According to this proposal, we are neither to think of religious belief as completely immune to rational evaluation nor are we to deny that it involves fundamental commitments which are arational. Moreover, a parity argument is presented to the effect that religious belief is no different from ordinary rational belief in presupposing such fundamental arational commitments. This proposal is shown to be rooted in Wittgenstein's remarks on hinge (...) commitments in On Certainty, remarks which it is claimed were in turn influenced by John Henry Newman's treatment of the rationality of religious belief in An Essay in Aid of a Grammar of Assent. (shrink)

Liberal theory and practice rests upon, and constantly re-affirms, a division between the secular/rational and the religious/faithful aspects of individual life. This paper will explore the philosophical implications of an alternative Gandhian understanding of the role of faith and reason in individual life. The paper will argue that M K Gandhi thought of moral life differently from both the religious traditionalist and the liberal. The distinctiveness of Gandhi’s vision came from the manner in which he could reconcile two very different (...) ways of thinking about the good human life. These could be simply put as the religious insight into the good life as an essentially integrated life and the alternative liberal insight that morality was better connected with the idea of universalizability/reciprocity. The first section of this paper entitled “An alternative Gandhian understanding of faith, reason, and the integrity of the good life” philosophically unpacks Gandhi’s arguments about the integrity between faith and reason in reading religious texts with a view to living a good life. The second section is entitled “On religious belief: Gandhi and liberalism”. It brings out the differences between Gandhi and liberals on faith, reason, and the truth of religious belief. Both Gandhi and the liberals agree that religious beliefs should be held with modesty. However, the liberal argument for modesty comes from an avowed skepticism about the truth of religious belief. It is such skepticism that philosophically grounds the liberal division between faith and reason. In this section, there will be an attempt to bring out Gandhi’s reasons for being modest about religious beliefs held with certitude. The paper ends with the thought that though one cannot say which of these positions on faith and reason—Gandhian or liberal—is more coherent, there is some reason for exploring the Gandhian position if only because religious persons can act on Gandhi’s arguments quite consistently with their faith. (shrink)

This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand (...) critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice. (shrink)

This chapter contains sections titled: Objective Truth The Issue of Proof Facts and Values Thinking Together Critical Thinking and Radical Skepticism Critical Thinking is Lifelong.

We-thinking theories allow groups to deliberate as agents. They have been introduced into the economic domain for both theoretical and empirical reasons. Among the few scholars who have proposed formal approaches to illustrate how we-thinking arises, Bacharach offers one of the most developed theories from the game theoretic point of view. He presents a number of intuitions, not always mutually consistent and not fully developed. In this article, I propose a way to complete Bacharach’s theory, generalizing the interdependence (...) hypothesis and building on his intuition about vacillation. It is a simple model of vacillation between the I and we-modes of reasoning, as a way in which we-thinking can come to mind in the face of a decision problem. The vacillation model makes we-reasoning more easily usable in game theory. (shrink)

Teaching critical thinking skill is a central pedagogical aim in many courses. These skills, it is hoped, will be both portable and durable. Yet, both of these virtues are challenged by pervasive and potent cognitive biases, such as motivated reasoning, false consensus bias and hindsight bias. In this paper, I argue that a focus on the development of metacognitive skill shows promise as a means to inculcate debiasing habits in students. Such habits will help students become more critical (...) reasoners. I close with suggestions for implementing this strategy. (shrink)

This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper (...) concludes by showing how Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. (shrink)

This chapter contains sections titled: What is Critical Thinking? Critical Thinking and Learning Note References.

This essay explores the universal cognitive bases of biological taxonomy and taxonomic inference using cross-cultural experimental work with urbanized Americans and forest-dwelling Maya Indians. A universal, essentialist appreciation of generic species appears as the causal foundation for the taxonomic arrangement of biodiversity, and for inference about the distribution of causally-related properties that underlie biodiversity. Universal folkbiological taxonomy is domain-specific: its structure does not spontaneously or invariably arise in other cognitive domains, like substances, artifacts or persons. It is plausibly an innately-determined (...) evolutionary adaptation to relevant and recurrent aspects of ancestral hominid environments, such as the need to recognize, locate, react to, and profit from many ambient species. Folkbiological concepts are special players in cultural evolution, whose native stability attaches to more variable and difficult-to-learn representational forms, thus enhancing the latter's prospects for regularity and recurrence in transmission within and across cultures. This includes knowledge that cumulatively enriches (folk expertise), overrides (religious belief) or otherwise transcends (science) the commonsense ontology prescribed by folkbiology. Finally, the studies summarized here indicate that results gathered from “standard populations” in regard to biological categorization and reasoning more often than not fail to generalize in straightforward ways to humanity at large. This suggests the need for much more serious attention to cross-cultural research on basic cognitive processes. (shrink)