Abstract
It is no novel technique to use current events as the source of classroom debates designed to develop the critical thinking skills of students. Such exercises typically divide the class into “pro” and “con,” having students prepare arguments for both sides and then pick a side to debate in front of the class. As we will argue in this essay, while this exercise might provide insight into an issue of private and public concern and serve as a convenient classroom model, it may not adequately engage the complexity of the issue at hand and may be at risk of not fully engaging the possibilities of classroom exercises in the development of critical thinking skills.
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© 2015 Martin Davies and Ronald Barnett
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Wendland, M.W., Robinson, C., Williams, P.A. (2015). Thick Critical Thinking: Toward a New Classroom Pedagogy. In: Davies, M., Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137378057_10
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DOI: https://doi.org/10.1057/9781137378057_10
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