Teaching students to evaluate arguments

Abstract

This paper, based on recent research findings that stress the interaction of perceptual and cognitive behaviors in the process of evaluation, describes five pedagogical tasks important in helping students become better evaluators of arguments. Questions are raised about the adequacy of logic models for teaching the student to be a better evaluator of arguments. The author contends that the teacher of argument should not conceive of him self as simply a logician when dealing with real instances of interpersonal and public communication. The instructor's perspective must include a broad view of the cognitive influences affecting argument.