Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Costello, Patrick J
Publisher: Glyndŵr University Research Online
Languages: English
Types: Article
Subjects: critical thinking, Teacher Education and Professional Development, Education, writing reflectively, reasoning, argument skills, indoctrinati, on
Learning to argue is one of the central objectives in education. Whether it is conducting a formal debate, participating in a group discussion, writing an essay, a critique or a persuasive appeal, the ability of the student to employ argument and to anticipate and evaluate the arguments of others will generally be an important measure of achievement. My purpose in this paper is to outline some key issues involved in teaching, learning and assessing critical thinking, reasoning and argument skills in higher education (HE). When examining arguments for teaching and learning such skills, with undergraduate and postgraduate students, I focus on two issues. The first concerns the view articulated by Garner (2006, p.2) that ‘… many students with top grade A-level passes… had been coached to answer the questions they would face but had little knowledge or understanding [of how] to develop an argument’. The second issue concerns the concept of ‘indoctrination’. I argue that, to some extent, indoctrination is an essential and unavoidable part of the educational process. Having made a distinction between justifiable and unjustifiable indoctrination and offered the view that indoctrination is, in some sense, an ‘illness’ which pervades educational institutions, I suggest that teaching students the skills of thinking, reasoning and argument provides an ‘antidote’ to it.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Andrews, R., Costello, P.J.M. and Clarke, S. (1993) Improving the Quality of Argument, 5-16: Final Report. Esmee Fairbairn Charitable Trust/University of Hull.
    • Gatchel, R.H. (1972) 'The evolution of the concept', in Snook, I.A. (ed.) (1972) Concepts of Indoctrination: Philosophical Essays, pp. 9-16. London: Routledge and Kegan Paul.
    • International Astronomical Union (2006) 'Press Release in English, August 24, 2006'.
    • http://www.astronomy2006.com/press-release-24-8-2006-2.php. Accessed 30 August, 2007.
    • International Astronomical Union (2006) 'IAU 2006 General Assembly: Result of the IAU Resolution Votes'. http://www.astronomy2006.com/ press-release-24-8-2006-2.php. Accessed 30 August, 2007.
    • Moon, J. (2005) We Seek it Here… A New Perspective on the Elusive Activity of Critical Thinking: A Theoretical and Practical Approach. Bristol: The Higher Education Academy/ESCalate.
    • Moseley, D., Elliott, J., Gregson, M. and Higgins, S. (2005) 'Thinking skills frameworks for use in education and training', British Educational Research Journal, Vol. 31, No.3, pp. 367-390.
    • University of Leicester (2007) 'The Educational Guide to Space and Astronomy: The Solar System'. Department of Physics and Astronomy.
    • http://www.star.le.ac.uk/edu/Solar_System.shtml. Accessed 30 August, 2007.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article