View in EDS HTML Full Text PDF Full Text

Teaching Critical Thinking With Argument Mapping.

Saved in:
Bibliographic Details
Title: Teaching Critical Thinking With Argument Mapping.
Authors: Rousseau, David L.1 drousseau@albany.edu, van Gelder, Tim2
Source: Journal of Political Science Education. Jul-Sep2025, Vol. 21 Issue 3, p406-422. 17p.
Subject Terms: *Critical thinking, *Higher education, *Teaching, Argument, Evidence, Armed forces
Abstract: Critical thinking is the cornerstone of any undergraduate education. One technique for helping students develop critical thinking skills is argument mapping. Argument mapping involves diagraming the arguments for and against a proposition. The map also includes each piece of evidence used to support these arguments. Argument mapping can help students avoid confirmation bias by bringing attention to arguments and evidence which may run counter to their prior beliefs. It also prompts consideration of the strength of arguments and the quality of evidence. We describe how argument mapping can be incorporated in an undergraduate class and then present an example of a classroom exercise. The exercise involves mapping the arguments in a speech by American Secretary of State Colin Powell justifying the use of military force in Iraq before the United Nations Security Council in February 2013. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 186838341
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teaching Critical Thinking With Argument Mapping.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rousseau%2C+David+L%2E%22">Rousseau, David L.</searchLink><relatesTo>1</relatesTo><i> drousseau@albany.edu</i><br /><searchLink fieldCode="AR" term="%22van+Gelder%2C+Tim%22">van Gelder, Tim</searchLink><relatesTo>2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Political+Science+Education%22">Journal of Political Science Education</searchLink>. Jul-Sep2025, Vol. 21 Issue 3, p406-422. 17p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Argument%22">Argument</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Armed+forces%22">Armed forces</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Critical thinking is the cornerstone of any undergraduate education. One technique for helping students develop critical thinking skills is argument mapping. Argument mapping involves diagraming the arguments for and against a proposition. The map also includes each piece of evidence used to support these arguments. Argument mapping can help students avoid confirmation bias by bringing attention to arguments and evidence which may run counter to their prior beliefs. It also prompts consideration of the strength of arguments and the quality of evidence. We describe how argument mapping can be incorporated in an undergraduate class and then present an example of a classroom exercise. The exercise involves mapping the arguments in a speech by American Secretary of State Colin Powell justifying the use of military force in Iraq before the United Nations Security Council in February 2013. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186838341
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15512169.2024.2388821
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 406
    Subjects:
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Argument
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Armed forces
        Type: general
    Titles:
      – TitleFull: Teaching Critical Thinking With Argument Mapping.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rousseau, David L.
      – PersonEntity:
          Name:
            NameFull: van Gelder, Tim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul-Sep2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 15512169
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Political Science Education
              Type: main
ResultId 1