Teaching and Assessing Critical Thinking Abilities as Outcomes in an Informal Logic Course

Abstract

I provide a theoretical framework to show that courses in informal logic can be taught developmentally to focus on a critical thinking practical component. However, efforts must be made to state clear outcomes, such that the content and processes of the course are tailored to achieve the outcomes, and clear criteria are provided for students' learning and assessment of their performance. This framework is an attempt to respond indirectly to the distinction between informal logic and critical thinking, and the concern that informal logic courses only teach abstract principles of reasoning and do not focus on requisite critical thinking abilities, which are contextualised to subject matter. I suggest a plausible connection between critical thinking and informal logic: that learning logical principles of reasoning is necessary, but not sufficient to think critically; there is an extra element which involves learning to apply the principles to various contexts.