Is There a Role for Adversariality in Teaching Critical Thinking?

被引：4

作者：

Bailin, Sharon ^{[1
]}

Battersby, Mark ^{[2
]}

机构：

[1] Simon Fraser Univ, Fac Educ Emeritus, Burnaby, BC, Canada

[2] Capilano Univ, Dept Philosophy Emeritus, N Vancouver, BC, Canada

来源：

TOPOI-AN INTERNATIONAL REVIEW OF PHILOSOPHY | 2021年 / 40卷 / 05期

关键词：

Adversariality; Alternative views; Collaborative oppositionality; Dialectical inquiry; Epistemic orientation; Reasoned judgment; GROUP DECISION-MAKING; SELF-AFFIRMATION; ARGUMENTATION; INFORMATION; DISSENT;

D O I：

10.1007/s11245-020-09713-2

中图分类号：

B [哲学、宗教];

学科分类号：

01 ; 0101 ;

摘要：

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.

引用

页码：951 / 961

页数：11

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