An argument for less argumentation
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Ludwig Krippahl [1]
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[1] Universidade Nova de Lisboa
Universidade Nova de Lisboa
Socorro, Portugal
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- Localización: Pensamento crítico na educação: desafios atuais / coord. por Caroline Dominguez, 2015, ISBN 978-989-704-207-2, págs. 31-40
- Idioma: inglés
- Enlaces
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Resumen
This paper proposes that the teaching of critical thinking suffers from a bias towards argumentation and could benefit by a more balanced approach. In particular, critical thinking teaching should cover explanations, which differ significantly from arguments, and also include other aspects of critical thinking, such as decision. The first part of this paper shows evidence that this bias towards argumentation begins with the conceptualization of critical thinking, is aggravated in the subject matters covered in many textbooks and teaching materials and becomes especially serious in the curricula of critical thinking courses, both internationally and in the few courses currently offered in portuguese universities. The second part of this paper focuses on the differences between arguments and explanations and argues for the importance of teaching students to identify and evaluate the latter. Finally, this paper describes a six year experience teaching a critical thinking course to undergraduate college students using a more balanced curriculum covering arguments, explanations and decisions.
