Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices

Abstract

This article explores the concepts of critical questions (from D. N. Walton, 1996) and integrative and refutational argument stratagems as an approach for teaching argumentation and critical thinking. A study was conducted for 6 months in 3 sections of a 7th-grade social studies classroom in which 30 students discussed and wrote about current events. One section served as a comparison group. Over time the experimental group made more arguments that integrated both sides of each issue. Collectively, the experimental group also successfully constructed salient critical questions, particularly in regard to weighing values and designing practical creative solutions. In-depth analysis of 1 student showed how conceptual structures and argument practices improved incrementally over time and how the appropriation of stratagems may have been facilitated by the dialectical nature of the intervention (e.g., using critical questions and stratagems successfully in discourse). The theoretical and practical importance of Walton's dialogue theory, and the critical question approach to argumentation, are discussed.

ACKNOWLEDGMENTS

Our appreciation to LeAnn G. Putney and Milan Jelenic for their assistance with data collection and to Jennifer D. Golanics for her assistance with coding. An earlier version of this manuscript was presented at the 2010 annual meeting of the American Educational Research Association in Denver, Colorado.

Notes

Ordene V. Edwards is now at the Department of Professional Pedagogy, Lamar University.

¹In Nussbaum (2008b), the second question was “Is there a compromise or creative solution?” However, the term compromise was found to be ambiguous. The term creative was also problematic because it was ambiguous how original a solution needed to be. What was intended was that some solution (i.e., design claim) might be proposed that addressed both sides of the issue.