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ERIC Number: ED016658
Record Type: RIE
Publication Date: 1967-Aug
Pages: 41
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A TAXONOMY OF CONCEPTS AND CRITICAL ABILITIES RELATED TO THE EVALUATION OF VERBAL ARGUMENTS.
ALLEN, R.R.; AND OTHERS
THE DEVELOPMENT OF CRITICAL THINKING ABILITIES IS A PERVASIVE AND IMPORTANT OBJECTIVE OF AMERICAN SECONDARY AND HIGHER EDUCATION. ALTHOUGH CRITICAL THINKING ABILITIES HAVE RECEIVED RECOGNITION AS WORTHY EDUCATIONAL GOALS, FEW STUDY GROUPS AND EVEN FEWER TEACHERS ARE ABLE TO DEFINE THE MEANS OF INSTRUCTION THROUGH WHICH SUCH GOALS ARE REALIZED. IN THIS PAPER ARE IDENTIFIED CONCEPTS AND CLUSTERS OF CONCEPTS WHICH DEFINE WHAT KNOWLEDGE A STUDENT MUST POSSESS IF HE IS TO CRITICALLY EVALUATE EVERYDAY DISCOURSE. THE TAXONOMY, COMPRISED OF 12 CONCEPT CLUSTERS AND RELATED CRITICAL ABILITIES, IS DERIVED FROM TOULMIN'S PRESENTATION OF INFERENCE AS A RULE-CONSTITUTED ACTIVITY AND FROM THE NATURE OF THE FIELD OF ORDINARY DISCOURSE. ARGUMENT IS SEEN AS AN ACTIVITY MADE POSSIBLE BY THE PARTICIPANTS' ACCEPTANCE OF RULES OF INFERENCE, BY THEIR MUTUAL AGREEMENT ON WHAT KINDS OF RESERVATIONS MUST BE SATISFIED TO ESTABLISH FORCEFUL CLAIMS. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: N/A