An Issue of Teaching Critical Thinking: Argument or Inquiry？Insights from Russell, Dewey and Toulmin

doi:10.16382/j.cnki.1000-5560.2021.06.006

Abstract

Abstract:

Russell’s critique against Dewey’s new logic in the early 20^th century is a symbol of some controversy over the orientation of critical thinking training. This article sets out from a conception of argument popular in earlier analytic philosophy, exemplified by the Principle of Clifford, and thereby examines the historical quarrel over “inquiry” between Russell and Dewey and its embarrassing outcome. After introducing the new conception of argument propounded eminently by Stephen Toulmin and embedding it in Dewey’s theory of inquiry, it is showed in what sense Russell’s criticism against Dewey was based upon some serious misunderstanding of Dewey’s methodology as well as of his key texts. At last, for the viewpoint of philosophy of education, this article suggests that the conception of argument-as-inquiry has the advantage of emphasizing arguers’ engaging in a variety of living experience and warning them against converting academic arguments into some sort of linguistic games.

Key words: argument, inquiry, critical thinking, ideas of education

Liuhua Zhang. An Issue of Teaching Critical Thinking: Argument or Inquiry？Insights from Russell, Dewey and Toulmin[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(6): 71-81.

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