Argument complexity: Teaching undergraduates to make better arguments
| Autor: | Matthew A. Kelly, Robert L. West |
|---|---|
| Rok vydání: | 2017 |
| Zdroj: | Psychology Teaching Review. 23:20-31 |
| ISSN: | 2396-9571 0965-948X |
| DOI: | 10.53841/bpsptr.2017.23.2.20 |
| Popis: | The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory. Argument Complexity classifies arguments based on acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta–frameworks for evaluating frameworks. We discuss how the Argument Complexity Sc le can be used to teach undergraduate students to reason and write like academics by providing the scaffolding for forming complex argumentation. |
| Databáze: | OpenAIRE |
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