, Volume 37, Issue 1, pp 121–128 | Cite as

A Role for Reasoning in a Dialogic Approach to Critical Thinking

  • Deanna Kuhn


We note the development of the widely employed but loosely defined construct of critical thinking from its earliest instantiations as a measure of individual ability to its current status, marked by efforts to better connect the construct to the socially-situated thinking demands of real life. Inquiry and argument are identified as key dimensions in a process-based account of critical thinking. Argument is identified as a social practice, rather than a strictly individual competency. Yet, new empirical evidence is presented documenting a role for individual reasoning competencies in supporting the effectiveness of argumentive discourse. A successful curriculum is described for employing extended engagement in dialogic argumentation as a pathway to development of individual argumentive skill.


Critical thinking Argument Curriculum Assessment 


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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Teachers College Columbia UniversityNew YorkUSA

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