To Learn Critical Thinking, Study Critical Thinking
Critical thinking courses may increase students’ rationality, especially if they do argument mapping.
The following excerpts are from “Does philosophy improve critical thinking skills?”, Ortiz 2007.
1 Excerpts
This thesis makes a first attempt to subject the assumption that studying [Anglo-American analytic] philosophy improves critical thinking skills to rigorous investigation.
…Thus the second task, in Chapter 3, is to articulate and critically examine the standard arguments that are raised in support of the assumption (or rather, would be raised if philosophers were in the habit of providing support for the assumption). These arguments are found to be too weak to establish the truth of the assumption. The failure of the standard arguments leaves open the question of whether the assumption is in fact true. The thesis argues at this point that, since the assumption is making an empirical assertion, it should be investigated using standard empirical techniques as developed in the social sciences. In Chapter 4, I conduct an informal review of the empirical literature. The review finds that evidence from the existing empirical literature is inconclusive. Chapter 5 presents the empirical core of the thesis. I use the technique of meta-analysis to integrate data from a large number of empirical studies. This meta-analysis gives us the best yet fix on the extent to which critical thinking skills improve over a semester of studying philosophy, general university study, and studying critical thinking. The meta-analysis results indicate that students do improve while studying philosophy, and apparently more so than general university students, though we cannot be very confident that this difference is not just the result of random variation. More importantly, studying philosophy is less effective than studying critical thinking, regardless of whether one is being taught in a philosophy department or in some other department. Finally, studying philosophy is much less effective than studying critical thinking using techniques known to be particularly effective such as LAMP.
Argument Maps Improve Critical Thinking
Charles R. Twardy provides evidence that a course in argrument mapping, using a particular software tool improves critical thinking. The improvement in critical thinking is measured by performance on a specific multiple choice test (California Critical Thinking Skills Test). This may not be the best way to measure rationality, but my point is that unlike almost everybody else, there was measurement and statistical improvement!
Also, his paper is the best, methodologically, that I've seen in the field of "individual rationality augmentation research".
To summarize my (clumsy) understanding of the activity of argument mapping:
One takes a real argument in natural language. (op-eds are a good source of short arguments, philosophy is a source of long arguments). Then elaborate it into a tree structure, with the main conclusion at the root of the tree. The tree has two kinds of nodes (it is a bipartite graph). The root conclusion is a "claim" node. Every claim node has approximately one sentence of english text associated. The children of a claim are "reasons", which do NOT have english text associated. The children of a reason are claims. Unless I am mistaken, the intended meaning of the connection from a claim's child (a reason) to the parent is implication, and the meaning of a reason is the conjunction of its children.
In elaborating the argument, it's often necessary to insert implicit claims. This should be done abiding by the "Principle of Charity", that you should interpret the argument in such a way as to make it the strongest argument possible.
There are two syntactic rules which can easily find flaws in argument maps:
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