Centre for Research in Reasoning, Argumentation & Rhetoric along with the PhD in Argumentation Studies at the University of Windsor invite you to a talk by
PhD in Argumentation Studies
“Are We Doing Enough to Teach for Critical Thinking in the 21st Century?”
The development of critical thinking skills is emphasized as a fundamental attribute of successful graduates (Ritchhart & Perkins, 2005; Willingham, 2008). Hundleby (2013) notes that, at least within the discipline of philosophy, argumentation has become the main tool for teaching students to think critically. The focus of such courses often hovers around the features and analysis of various forms of argumentation. Yet, Trudy Govier (1989) has taken issue with the practice of equating critical thinking skills primarily with argument analysis skills. She insists that, although argument analysis is an important component in being able to think critically, it is simply one component, and so critical thinking cannot be reductively defined in this way. Govier’s remarks remain particularly important in today’s digitally networked environment. Sally Jackson (2019) raises the concern that, in just the last 30 years, the World Wide Web has vastly infiltrated human experience, profoundly modifying many practices that she suggests are fundamental to any discussion of critical thinking. In this talk, I will review and critique the adequacy of the approach to teaching critical thinking as argument analysis, followed by some suggestions for how to move forward with teaching for critical thinking in the 21st century.
Friday, November 20, 2020
Weekly presentations conducted via Zoom
All those interested should contact firstname.lastname@example.org