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posted by cmn32480 on Wednesday August 19 2015, @12:01PM   Printer-friendly
from the think-about-it dept.

"We aren't teaching students how to think critically!" So goes the exasperated lament you have probably heard and possibly uttered. The thing is, that's a crazy hard thing to do. It may seem like a logic class should teach you to think in a more disciplined way, for example, but the sad fact is that those mental habits are very unlikely to transfer [PDF] beyond the walls of the logic course. There are many different styles and contexts of critical thinking, and there is no magic subroutine that we could insert into our mental programming that covers them all.

But despair is not the only option. Effective coursework can build important and useful critical thinking skills. Doug Bonn at the University of British Columbia and Stanford's N.G. Holmes and Carl Wieman focused on good scientific, quantitative thinking when teaching a group of first-year physics students. And like good critically thinking educators, they put their strategy to the test and published the results so they can be evaluated by others.

Original article from Ars Technica .

[Related]: How to improve students' critical thinking about scientific evidence


Original Submission

 
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  • (Score: 2) by Thexalon on Wednesday August 19 2015, @05:11PM

    by Thexalon (636) on Wednesday August 19 2015, @05:11PM (#225089)

    Quite correct. I should have stated that the specific argument presented in favor of a particular viewpoint was thus refuted.

    If, however, all arguments in favor of a viewpoint are thus refuted, and there is an opposing viewpoint that has not been refuted in the same way, then it is a safe assumption that the viewpoint supported only by bad arguments is in fact wrong. Without that, you would be forced to reach the conclusion that no viewpoint can ever be disproven, which I believe we can agree is untrue.

    --
    The only thing that stops a bad guy with a compiler is a good guy with a compiler.
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