ERIC Number: ED377533
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Critical Thinking Pedagogy: Opportunities To Take Limited Preparation beyond the Realm of Competition.
Davis, Matthew D.; Dickmeyer, Scott G.
Critical thinking skills are inherent in limited preparation forensic activities which, with some modification, can be successfully incorporated in virtually any classroom situation. Furthermore, extemporaneous and impromptu speaking provide educators with certain advantages over debate activities in terms of assessment and classroom logistics. In general, more work needs to be done to explore the connections between forensic and instructional interests. Too often, forensic research is dismissed because it deals with "pedagogy" in the pejorative sense. Extemporaneous speaking nearly always involves one of the many facets of critical thinking delineated by Howell, Bremeck, McPeck, Guilford or Chuska. It requires the speakers, for instance, to answer questions specific to a subject matter, to develop metaphorical arguments quickly, or to explain unknown premises in terms of ideas that are known to them. In the classroom, extemporaneous assignments to individual students eliminate some of the competition and inequality inherent in group debates. Further, it requires that the instructor formulate questions for the speakers and therefore think critically about the issues at hand. Specific assignments might involve a list of extemporaneous questions that students could research and deliver on the first day of a unit. Later, as a review, the instructor might ask each student to summarize ideas and concepts in an impromptu manner. (Contains 16 references.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A