Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom

Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.

Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom

Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.