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Korean Journal of General Education 2012;6(3):405-427.
Published online September 30, 2012.
On the Critical Thinking as a Curriculum
Yu-jeong Park
비판적 사고의 개발에 대한 논의
박유정
Abstract
The purpose of this study is to give a preliminary investigation about making an curriculum Critical Thinking based on Argument. Critical Thinking as an curriculum has two parts, where one is about logical inference in Logics and the other is about contextual thinking in Humanities. So this paper is about to summarize these discussions. At first, the problem of Argument is dealt with definition of Argument, distinguishing Argument from Non-Argument, and Argument types. So the first teaching point is about knowing the composition of Argument(Premise and Conclusion) and distinguishing them in given statements. The second is about distinguishing Argument from Non-Argument, and the third is about understanding Argument types such as Induction and Deduction. And Critical Thinking as contextual thinking proceeds to Humanities Contexts through Argument. In other words, it applies Argument for Humanities Contexts in the form of Logical Essay and Debate. More and more the key point of Critical Thinking lies in contextual and reflective thinking about Humanities, not the logical thinking like Argument. So it is necessary that Critical thinking to be a good curriculum select good contents. To conclude, Critical Thinking as a curriculum has two parts, Argument and Humanities, and it should prepare many good contents for the key point of it lies in the latter.
Key Words: Argument, Critic, Logical Essay, Debate


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