β Scribed by William N. Whisner
No coin nor oath required. For personal study only.
Whm the introdutory philosophy course evokes cognitive dissonance over philosophical problems in which students are already interested, it can help to develop students'skills in reasoning and assessing arguments.
William N. Whisner According to Bertrand Russell, philosophy begins in wonder and ends in heresy. In the introductory philosophy class, the wonder can turn into tedium, irrelevance, and boredom. One of the central goals of introductory philosophy is to create an atmosphere that stimulates students to think critically about philosophical writings and problems. I will focus on this goal because it is important for the introductory course and because the strategies designed to stimulate critical thought can be generalized across disciplines. In order to stimulate critical thought, it is necessary to overcome the dogmatic tendency, that is, the tendency to refuse to seek out evidence and arguments that threaten the truth or probable truth of one's beliefs. A number of strategies can be used to strengthen the student's desire to engage in critical thought, that is, the student's desire to examine sincerely all the available evidence and all ihe arguments that tend to support or disconfirm their beliefs.
In this chapter, I will concentrate on two of the most important. Finally, I will argue that these strategies are crucial in promoting critical understanding in the various disciplines of a liberal education program. K. 1. S p a r (Ed.). Rgumating Inflmhurog Courrcr. New Dirccuonr lor Teaching
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