Teaching the argumentation course from a multidimensional, critical thinking perspective
This thesis provides a rationale, methodology and a curriculum for teaching critical thinking to high school students. A starting point for this study was a growing dissatisfaction with the conventional approach to teaching the secondary argumentation course. If argumentation appears in high school curricula, it tends to be taught from a competitive debate perspective. This conventional approach overlooks a significant number of students who enroll and ignores an expanding body of argument theory that has wide application outside competitive debate. The current multidimensional nature of this curriculum is in keeping with the current emphasis on teaching thinking skills that have broad application in all areas of human communication.