Argumentation, Critical Thinking and the Postgraduate Dissertation

Autor/in	Andrews, Richard
Titel	Argumentation, Critical Thinking and the Postgraduate Dissertation
Quelle	In: Educational Review, 59 (2007) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Critical Thinking; Research; Persuasive Discourse; Doctoral Dissertations; Text Structure + Suchen Sie Ihr Suchwort? Kritisches Denken; Forschung; Persuasion; Persuasive Kommunikation; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Textstruktur
Abstract	This article concentrates on the dissertation or thesis as a form of argumentation common in postgraduate experience. The nature and history, as well as the social and political context of the dissertation/thesis are explored. Its basic structures are discussed; and three dissertations are examined to test the degree to which they embody argumentation and criticality. A particular dimension is explored as part of the article, in relation to current thinking in the UK about postgraduate research student skills training: to what extent does the genre of dissertation or thesis encourage, support and/or inhibit what has come to be known as "critical thinking" i.e. thinking that is aware of its relativity, has "edge" and is aware of itself as a process? It is found that guidelines for such research student training fail to give argumentation its due in postgraduate education. (Contains 1 table and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10