philosophy and critical thinking ppt

Introduction to Logic and Critical Thinking

(10 reviews)

Matthew Van Cleave, Lansing Community College

Publisher: Matthew J. Van Cleave

Language: English

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Reviewed by "yusef" Alexander Hayes, Professor, North Shore Community College on 6/9/21

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness. read more

Comprehensiveness rating: 5 see less

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness.

Content Accuracy rating: 5

The book is accurate.

Relevance/Longevity rating: 5

While many modern examples are used, and they are helpful, they are not necessarily needed. The usefulness of logical principles and skills have proved themselves, and this text presents them clearly with many examples.

Clarity rating: 5

It is obvious that the author cares about their subject, audience, and students. The text is comprehensible and interesting.

Consistency rating: 5

The format is easy to understand and is consistent in framing.

Modularity rating: 5

This text would be easy to adapt.

Organization/Structure/Flow rating: 5

The organization is excellent, my one suggestion would be a concluding chapter.

Interface rating: 5

I accessed the PDF version and it would be easy to work with.

Grammatical Errors rating: 5

The writing is excellent.

Cultural Relevance rating: 5

This is not an offensive text.

Reviewed by Susan Rottmann, Part-time Lecturer, University of Southern Maine on 3/2/21

Comprehensiveness rating: 4 see less

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it fits better for a general critical thinking course than for a true logic course. I'm not sure that I'd agree. I have been using Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," and I think that book is a better introduction to critical thinking for non-philosophy majors. However, the latter is not open source so I will figure out how to get by without it in the future. Overall, the book seems comprehensive if the subject is logic. The index is on the short-side, but fine. However, one issue for me is that there are no page numbers on the table of contents, which is pretty annoying if you want to locate particular sections.

Content Accuracy rating: 4

I didn't find any errors. In general the book uses great examples. However, they are very much based in the American context, not for an international student audience. Some effort to broaden the chosen examples would make the book more widely applicable.

Relevance/Longevity rating: 4

I think the book will remain relevant because of the nature of the material that it addresses, however there will be a need to modify the examples in future editions and as the social and political context changes.

Clarity rating: 3

The text is lucid, but I think it would be difficult for introductory-level students who are not philosophy majors. For example, in Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," the sub-headings are very accessible, such as "Experts cannot rescue us, despite what they say" or "wishful thinking: perhaps the biggest single speed bump on the road to critical thinking." By contrast, Van Cleave's "Introduction to Logic and Critical Thinking" has more subheadings like this: "Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form" or "Propositional logic and the four basic truth functional connectives." If students are prepared very well for the subject, it would work fine, but for students who are newly being introduced to critical thinking, it is rather technical.

It seems to be very consistent in terms of its terminology and framework.

Modularity rating: 4

The book is divided into 4 chapters, each having many sub-chapters. In that sense, it is readily divisible and modular. However, as noted above, there are no page numbers on the table of contents, which would make assigning certain parts rather frustrating. Also, I'm not sure why the book is only four chapter and has so many subheadings (for instance 17 in Chapter 2) and a length of 242 pages. Wouldn't it make more sense to break up the book into shorter chapters? I think this would make it easier to read and to assign in specific blocks to students.

Organization/Structure/Flow rating: 4

The organization of the book is fine overall, although I think adding page numbers to the table of contents and breaking it up into more separate chapters would help it to be more easily navigable.

Interface rating: 4

The book is very simply presented. In my opinion it is actually too simple. There are few boxes or diagrams that highlight and explain important points.

The text seems fine grammatically. I didn't notice any errors.

The book is written with an American audience in mind, but I did not notice culturally insensitive or offensive parts.

Overall, this book is not for my course, but I think it could work well in a philosophy course.

Reviewed by Daniel Lee, Assistant Professor of Economics and Leadership, Sweet Briar College on 11/11/19

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument read more

Comprehensiveness rating: 3 see less

To the best of my ability, I regard this content as accurate, error-free, and unbiased

The book is broadly relevant and up-to-date, with a few stray temporal references (sydney olympics, particular presidencies). I don't view these time-dated examples as problematic as the logical underpinnings are still there and easily assessed

Clarity rating: 4

My only pushback on clarity is I didn't find the distinction between argument and explanation particularly helpful/useful/easy to follow. However, this experience may have been unique to my class.

To the best of my ability, I regard this content as internally consistent

I found this text quite modular, and was easily able to integrate other texts into my lessons and disregard certain chapters or sub-sections

The book had a logical and consistent structure, but to the extent that there are only 4 chapters, there isn't much scope for alternative approaches here

No problems with the book's interface

The text is grammatically sound

Cultural Relevance rating: 4

Perhaps the text could have been more universal in its approach. While I didn't find the book insensitive per-se, logic can be tricky here because the point is to evaluate meaningful (non-trivial) arguments, but any argument with that sense of gravity can also be traumatic to students (abortion, death penalty, etc)

No additional comments

Reviewed by Lisa N. Thomas-Smith, Graduate Part-time Instructor, CU Boulder on 7/1/19

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text,... read more

The content is excellent. The text is thorough and accurate with no errors that I could discern. The terminology and exercises cover the material nicely and without bias.

The text should easily stand the test of time. The exercises are excellent and would be very helpful for students to internalize correct critical thinking practices. Because of the logical arrangement of the text and the many sub-sections, additional material should be very easy to add.

The text is extremely clearly and simply written. I anticipate that a diligent student could learn all of the material in the text with little additional instruction. The examples are relevant and easy to follow.

The text did not confuse terms or use inconsistent terminology, which is very important in a logic text. The discipline often uses multiple terms for the same concept, but this text avoids that trap nicely.

The text is fairly easily divisible. Since there are only four chapters, those chapters include large blocks of information. However, the chapters themselves are very well delineated and could be easily broken up so that parts could be left out or covered in a different order from the text.

The flow of the text is excellent. All of the information is handled solidly in an order that allows the student to build on the information previously covered.

The PDF Table of Contents does not include links or page numbers which would be very helpful for navigation. Other than that, the text was very easy to navigate. All the images, charts, and graphs were very clear

I found no grammatical errors in the text.

Cultural Relevance rating: 3

The text including examples and exercises did not seem to be offensive or insensitive in any specific way. However, the examples included references to black and white people, but few others. Also, the text is very American specific with many examples from and for an American audience. More diversity, especially in the examples, would be appropriate and appreciated.

Reviewed by Leslie Aarons, Associate Professor of Philosophy, CUNY LaGuardia Community College on 5/16/19

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an argument and an explanation; validity; soundness; and the distinctions between an inductive and a deductive argument in accessible terms in the first chapter. It also does a good job introducing and discussing informal fallacies (Chapter 4). The incorporation of opportunities to evaluate real-world arguments is also very effective. Chapter 2 also covers a number of formal methods of evaluating arguments, such as Venn Diagrams and Propositional logic and the four basic truth functional connectives, but to my mind, it is much more thorough in its treatment of Informal Logic and Critical Thinking skills, than it is of formal logic. I also appreciated that Van Cleave’s book includes exercises with answers and an index, but there is no glossary; which I personally do not find detracts from the book's comprehensiveness.

Overall, Van Cleave's book is error-free and unbiased. The language used is accessible and engaging. There were no glaring inaccuracies that I was able to detect.

Van Cleave's Textbook uses relevant, contemporary content that will stand the test of time, at least for the next few years. Although some examples use certain subjects like former President Obama, it does so in a useful manner that inspires the use of critical thinking skills. There are an abundance of examples that inspire students to look at issues from many different political viewpoints, challenging students to practice evaluating arguments, and identifying fallacies. Many of these exercises encourage students to critique issues, and recognize their own inherent reader-biases and challenge their own beliefs--hallmarks of critical thinking.

As mentioned previously, the author has an accessible style that makes the content relatively easy to read and engaging. He also does a suitable job explaining jargon/technical language that is introduced in the textbook.

Van Cleave uses terminology consistently and the chapters flow well. The textbook orients the reader by offering effective introductions to new material, step-by-step explanations of the material, as well as offering clear summaries of each lesson.

This textbook's modularity is really quite good. Its language and structure are not overly convoluted or too-lengthy, making it convenient for individual instructors to adapt the materials to suit their methodological preferences.

The topics in the textbook are presented in a logical and clear fashion. The structure of the chapters are such that it is not necessary to have to follow the chapters in their sequential order, and coverage of material can be adapted to individual instructor's preferences.

The textbook is free of any problematic interface issues. Topics, sections and specific content are accessible and easy to navigate. Overall it is user-friendly.

I did not find any significant grammatical issues with the textbook.

The textbook is not culturally insensitive, making use of a diversity of inclusive examples. Materials are especially effective for first-year critical thinking/logic students.

I intend to adopt Van Cleave's textbook for a Critical Thinking class I am teaching at the Community College level. I believe that it will help me facilitate student-learning, and will be a good resource to build additional classroom activities from the materials it provides.

Reviewed by Jennie Harrop, Chair, Department of Professional Studies, George Fox University on 3/27/18

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters that are dense with statistical analyses and critical vocabulary. These topics are likely better broached in manageable snippets rather than hefty single chapters.

The ideas addressed in Introduction to Logic and Critical Thinking are accurate but at times notably political. While politics are effectively used to exemplify key concepts, some students may be distracted by distinct political leanings.

The terms and definitions included are relevant, but the examples are specific to the current political, cultural, and social climates, which could make the materials seem dated in a few years without intentional and consistent updates.

While the reasoning is accurate, the author tends to complicate rather than simplify -- perhaps in an effort to cover a spectrum of related concepts. Beginning readers are likely to be overwhelmed and under-encouraged by his approach.

Consistency rating: 3

The four chapters are somewhat consistent in their play of definition, explanation, and example, but the structure of each chapter varies according to the concepts covered. In the third chapter, for example, key ideas are divided into sub-topics numbering from 3.1 to 3.10. In the fourth chapter, the sub-divisions are further divided into sub-sections numbered 4.1.1-4.1.5, 4.2.1-4.2.2, and 4.3.1 to 4.3.6. Readers who are working quickly to master new concepts may find themselves mired in similarly numbered subheadings, longing for a grounded concepts on which to hinge other key principles.

Modularity rating: 3

The book's four chapters make it mostly self-referential. The author would do well to beak this text down into additional subsections, easing readers' accessibility.

The content of the book flows logically and well, but the information needs to be better sub-divided within each larger chapter, easing the student experience.

The book's interface is effective, allowing readers to move from one section to the next with a single click. Additional sub-sections would ease this interplay even further.

Grammatical Errors rating: 4

Some minor errors throughout.

For the most part, the book is culturally neutral, avoiding direct cultural references in an effort to remain relevant.

Reviewed by Yoichi Ishida, Assistant Professor of Philosophy, Ohio University on 2/1/18

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic, this textbook does not cover suppositional arguments, such as conditional proof and reductio ad absurdum. But other standard argument forms are covered. Chapter 3 covers inductive logic, and here this textbook introduces probability and its relationship with cognitive biases, which are rarely discussed in other textbooks. Chapter 4 introduces common informal fallacies. The answers to all the exercises are given at the end. However, the last set of exercises is in Chapter 3, Section 5. There are no exercises in the rest of the chapter. Chapter 4 has no exercises either. There is index, but no glossary.

The textbook is accurate.

The content of this textbook will not become obsolete soon.

The textbook is written clearly.

The textbook is internally consistent.

The textbook is fairly modular. For example, Chapter 3, together with a few sections from Chapter 1, can be used as a short introduction to inductive logic.

The textbook is well-organized.

There are no interface issues.

I did not find any grammatical errors.

This textbook is relevant to a first semester logic or critical thinking course.

Reviewed by Payal Doctor, Associate Professro, LaGuardia Community College on 2/1/18

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner book, but seems to be a good text for a course that needs a foundation for arguments. There are exercises on creating truth tables and proofs, so it could work as a logic primer in short sessions or with the addition of other course content.

The books is accurate in the information it presents. It does not contain errors and is unbiased. It covers the essential vocabulary clearly and givens ample examples and exercises to ensure the student understands the concepts

The content of the book is up to date and can be easily updated. Some examples are very current for analyzing the argument structure in a speech, but for this sort of text understandable examples are important and the author uses good examples.

The book is clear and easy to read. In particular, this is a good text for community college students who often have difficulty with reading comprehension. The language is straightforward and concepts are well explained.

The book is consistent in terminology, formatting, and examples. It flows well from one topic to the next, but it is also possible to jump around the text without loosing the voice of the text.

The books is broken down into sub units that make it easy to assign short blocks of content at a time. Later in the text, it does refer to a few concepts that appear early in that text, but these are all basic concepts that must be used to create a clear and understandable text. No sections are too long and each section stays on topic and relates the topic to those that have come before when necessary.

The flow of the text is logical and clear. It begins with the basic building blocks of arguments, and practice identifying more and more complex arguments is offered. Each chapter builds up from the previous chapter in introducing propositional logic, truth tables, and logical arguments. A select number of fallacies are presented at the end of the text, but these are related to topics that were presented before, so it makes sense to have these last.

The text is free if interface issues. I used the PDF and it worked fine on various devices without loosing formatting.

1. The book contains no grammatical errors.

The text is culturally sensitive, but examples used are a bit odd and may be objectionable to some students. For instance, President Obama's speech on Syria is used to evaluate an extended argument. This is an excellent example and it is explained well, but some who disagree with Obama's policies may have trouble moving beyond their own politics. However, other examples look at issues from all political viewpoints and ask students to evaluate the argument, fallacy, etc. and work towards looking past their own beliefs. Overall this book does use a variety of examples that most students can understand and evaluate.

My favorite part of this book is that it seems to be written for community college students. My students have trouble understanding readings in the New York Times, so it is nice to see a logic and critical thinking text use real language that students can understand and follow without the constant need of a dictionary.

Reviewed by Rebecca Owen, Adjunct Professor, Writing, Chemeketa Community College on 6/20/17

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current events, funny scenarios, or other interesting ways to evaluate argument structure and validity. The third section, which deals with logical fallacies, is very clear and comprehensive. My only critique of the material included in the book is that the middle section may be a bit dense and math-oriented for learners who appreciate the more informal, informative style of the first and third section. Also, the book ends rather abruptly--it moves from a description of a logical fallacy to the answers for the exercises earlier in the text.

The content is very reader-friendly, and the author writes with authority and clarity throughout the text. There are a few surface-level typos (Starbuck's instead of Starbucks, etc.). None of these small errors detract from the quality of the content, though.

One thing I really liked about this text was the author's wide variety of examples. To demonstrate different facets of logic, he used examples from current media, movies, literature, and many other concepts that students would recognize from their daily lives. The exercises in this text also included these types of pop-culture references, and I think students will enjoy the familiarity--as well as being able to see the logical structures behind these types of references. I don't think the text will need to be updated to reflect new instances and occurrences; the author did a fine job at picking examples that are relatively timeless. As far as the subject matter itself, I don't think it will become obsolete any time soon.

The author writes in a very conversational, easy-to-read manner. The examples used are quite helpful. The third section on logical fallacies is quite easy to read, follow, and understand. A student in an argument writing class could benefit from this section of the book. The middle section is less clear, though. A student learning about the basics of logic might have a hard time digesting all of the information contained in chapter two. This material might be better in two separate chapters. I think the author loses the balance of a conversational, helpful tone and focuses too heavily on equations.

Consistency rating: 4

Terminology in this book is quite consistent--the key words are highlighted in bold. Chapters 1 and 3 follow a similar organizational pattern, but chapter 2 is where the material becomes more dense and equation-heavy. I also would have liked a closing passage--something to indicate to the reader that we've reached the end of the chapter as well as the book.

I liked the overall structure of this book. If I'm teaching an argumentative writing class, I could easily point the students to the chapters where they can identify and practice identifying fallacies, for instance. The opening chapter is clear in defining the necessary terms, and it gives the students an understanding of the toolbox available to them in assessing and evaluating arguments. Even though I found the middle section to be dense, smaller portions could be assigned.

The author does a fine job connecting each defined term to the next. He provides examples of how each defined term works in a sentence or in an argument, and then he provides practice activities for students to try. The answers for each question are listed in the final pages of the book. The middle section feels like the heaviest part of the whole book--it would take the longest time for a student to digest if assigned the whole chapter. Even though this middle section is a bit heavy, it does fit the overall structure and flow of the book. New material builds on previous chapters and sub-chapters. It ends abruptly--I didn't realize that it had ended, and all of a sudden I found myself in the answer section for those earlier exercises.

The simple layout is quite helpful! There is nothing distracting, image-wise, in this text. The table of contents is clearly arranged, and each topic is easy to find.

Tiny edits could be made (Starbuck's/Starbucks, for one). Otherwise, it is free of distracting grammatical errors.

This text is quite culturally relevant. For instance, there is one example that mentions the rumors of Barack Obama's birthplace as somewhere other than the United States. This example is used to explain how to analyze an argument for validity. The more "sensational" examples (like the Obama one above) are helpful in showing argument structure, and they can also help students see how rumors like this might gain traction--as well as help to show students how to debunk them with their newfound understanding of argument and logic.

The writing style is excellent for the subject matter, especially in the third section explaining logical fallacies. Thank you for the opportunity to read and review this text!

Reviewed by Laurel Panser, Instructor, Riverland Community College on 6/20/17

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as... read more

Competing with Hurley is difficult with respect to comprehensiveness. For example, Van Cleave’s book is comprehensive to the extent that it probably covers at least two-thirds or more of what is dealt with in most introductory, one-semester logic courses. Van Cleave’s chapter 1 provides an overview of argumentation including discerning non-arguments from arguments, premises versus conclusions, deductive from inductive arguments, validity, soundness and more. Much of Van Cleave’s chapter 1 parallel’s Hurley’s chapter 1. Hurley’s chapter 3 regarding informal fallacies is comprehensive while Van Cleave’s chapter 4 on this topic is less extensive. Categorical propositions are a topic in Van Cleave’s chapter 2; Hurley’s chapters 4 and 5 provide more instruction on this, however. Propositional logic is another topic in Van Cleave’s chapter 2; Hurley’s chapters 6 and 7 provide more information on this, though. Van Cleave did discuss messy issues of language meaning briefly in his chapter 1; that is the topic of Hurley’s chapter 2.

Van Cleave’s book includes exercises with answers and an index. A glossary was not included.

Reviews of open source textbooks typically include criteria besides comprehensiveness. These include comments on accuracy of the information, whether the book will become obsolete soon, jargon-free clarity to the extent that is possible, organization, navigation ease, freedom from grammar errors and cultural relevance; Van Cleave’s book is fine in all of these areas. Further criteria for open source books includes modularity and consistency of terminology. Modularity is defined as including blocks of learning material that are easy to assign to students. Hurley’s book has a greater degree of modularity than Van Cleave’s textbook. The prose Van Cleave used is consistent.

Van Cleave’s book will not become obsolete soon.

Van Cleave’s book has accessible prose.

Van Cleave used terminology consistently.

Van Cleave’s book has a reasonable degree of modularity.

Van Cleave’s book is organized. The structure and flow of his book is fine.

Problems with navigation are not present.

Grammar problems were not present.

Van Cleave’s book is culturally relevant.

Van Cleave’s book is appropriate for some first semester logic courses.

Chapter 1: Reconstructing and analyzing arguments

1.1 What is an argument?
1.2 Identifying arguments
1.3 Arguments vs. explanations
1.4 More complex argument structures
1.5 Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form
1.6 Validity
1.7 Soundness
1.8 Deductive vs. inductive arguments
1.9 Arguments with missing premises
1.10 Assuring, guarding, and discounting
1.11 Evaluative language
1.12 Evaluating a real-life argument

Chapter 2: Formal methods of evaluating arguments

2.1 What is a formal method of evaluation and why do we need them?
2.2 Propositional logic and the four basic truth functional connectives
2.3 Negation and disjunction
2.4 Using parentheses to translate complex sentences
2.5 “Not both” and “neither nor”
2.6 The truth table test of validity
2.7 Conditionals
2.8 “Unless”
2.9 Material equivalence
2.10 Tautologies, contradictions, and contingent statements
2.11 Proofs and the 8 valid forms of inference
2.12 How to construct proofs
2.13 Short review of propositional logic
2.14 Categorical logic
2.15 The Venn test of validity for immediate categorical inferences
2.16 Universal statements and existential commitment
2.17 Venn validity for categorical syllogisms

Chapter 3: Evaluating inductive arguments and probabilistic and statistical fallacies

3.1 Inductive arguments and statistical generalizations
3.2 Inference to the best explanation and the seven explanatory virtues
3.3 Analogical arguments
3.4 Causal arguments
3.5 Probability
3.6 The conjunction fallacy
3.7 The base rate fallacy
3.8 The small numbers fallacy
3.9 Regression to the mean fallacy
3.10 Gambler's fallacy

Chapter 4: Informal fallacies

4.1 Formal vs. informal fallacies
4.1.1 Composition fallacy
4.1.2 Division fallacy
4.1.3 Begging the question fallacy
4.1.4 False dichotomy
4.1.5 Equivocation
4.2 Slippery slope fallacies
4.2.1 Conceptual slippery slope
4.2.2 Causal slippery slope
4.3 Fallacies of relevance
4.3.1 Ad hominem
4.3.2 Straw man
4.3.3 Tu quoque
4.3.4 Genetic
4.3.5 Appeal to consequences
4.3.6 Appeal to authority

Answers to exercises Glossary/Index

Ancillary Material

About the book.

This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a “critical thinking textbook.”

About the Contributors

Matthew Van Cleave , PhD, Philosophy, University of Cincinnati, 2007. VAP at Concordia College (Moorhead), 2008-2012. Assistant Professor at Lansing Community College, 2012-2016. Professor at Lansing Community College, 2016-

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2: Critical Thinking, Research, Reading, and Writing

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Nathan Smith et al.

You have likely heard the term “critical thinking” and have probably been instructed to become a “good critical thinker.” Unfortunately, you are probably also unclear what exactly this means because the term is poorly defined and infrequently taught. “But I know how to think,” you might say, and that is certainly true. Critical thinking, however, is a specific skill. This chapter is an informal and practical guide to critical thinking and will also guide you in how to conduct research, reading, and writing for philosophy classes.

Critical thinking is set of skills, habits, and attitudes that promote reflective, clear reasoning. Studying philosophy can be particularly helpful for developing good critical thinking skills, but often the connection between the two is not made clear. This chapter will approach critical thinking from a practical standpoint, with the goal of helping you become more aware of some of the pitfalls of everyday thinking and making you a better philosophy student.

While you may have learned research, reading, and writing skills in other classes—for instance, in a typical English composition course—the intellectual demands in a philosophy class are different. Here you will find useful advice about how to approach research, reading, and writing in philosophy.

2.1: The Brain Is an Inference Machine
2.2: Overcoming Cognitive Biases and Engaging in Critical Reflection
2.3: Developing Good Habits of Mind
2.4: Gathering Information, Evaluating Sources, and Understanding Evidence
2.5: Reading Philosophy
2.6: Writing Philosophy Papers
2.7: Summary
2.8: Key Terms
2.9: Review Questions

Thumbnail: Critical thinking as chess (Unsplash License; Lou Levit via Unsplash )

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Introduction to Philosophy

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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Lingxi Li 1 ,
Sayed M. Ismail ORCID: orcid.org/0000-0002-6698-006X 2 ,
Indrajit Patra ORCID: orcid.org/0000-0001-6704-2676 3 &
Desta Lami 4

BMC Psychology volume 12 , Article number: 148 ( 2024 ) Cite this article

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This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group’s performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

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Introduction

Language teaching has witnessed the emergence and evolution of various teaching approaches over time. While some approaches have gained more prominence than others, scholars acknowledge that no approach is flawless. Additionally, certain approaches are recognized for their effectiveness in honing specific skills rather than others. For instance, communicative language teaching (CLT) and content and language-integrated learning (CLIL) are deemed crucial for oral skill development, whereas genre-based pedagogy predominantly focuses on written texts [ 1 ]. More recently, a novel approach known as PBLT has surfaced in the literature [ 2 , 3 , 4 ]. This approach has proven to assist EFL learners not only in enhancing speaking and writing skills but also in developing critical thinking skills. PBLT revolves around two central elements: posing philosophical questions and viewing the classroom as a community of inquiry. The approach stems from the observation that when philosophical questions arise in the EFL class, learners spontaneously engage and feel motivated to participate actively in discussions.

PBLT, centered around posing philosophical questions and viewing the classroom as a community of inquiry [ 2 , 3 , 4 ], emerges from the observation that when philosophical questions arise in the EFL class [ 4 ], learners spontaneously engage and feel motivated to participate actively in discussions [ 3 ]. This active involvement goes beyond the surface of language acquisition, delving into the realm of critical thinking. As learners grapple with philosophical inquiries, they are prompted to analyze, evaluate, and synthesize information, fostering a cognitive process that extends beyond the immediate linguistic context [ 3 ]. In this way, philosophy-based language instruction serves as a catalyst for nurturing critical thinking skills among EFL learners [ 5 ].

Critical thinking is a foundational skill essential for effective decision-making and problem-solving in education and beyond [ 6 ]. In the realm of language instruction, critical thinking goes beyond the mere acquisition of language skills, involving the ability to analyze, evaluate, and synthesize information [ 7 ]. PBLT has emerged as a distinctive approach fostering critical thinking skills among EFL learners [ 8 – 9 ]. Through the exploration of philosophical questions, students are encouraged to question assumptions, consider alternative viewpoints, and articulate well-reasoned responses. Engagement with complex philosophical inquiries not only deepens linguistic proficiency but also nurtures cognitive processes associated with critical thinking. PBLT provides a unique space where learners actively participate in discussions, offering them the opportunity to navigate linguistic and conceptual complexities simultaneously. As a result, critical thinking becomes an integral aspect of language learning within the framework of PBLT, contributing to the development of discerning and analytically astute language learners.

Engagement involves showcasing learning motivation, where learners direct energy and effort toward achieving specific educational goals [ 10 – 11 ]. Defining student engagement comprises three interconnected dimensions: behavioral, emotional, and cognitive engagement. Behavioral engagement encompasses active student participation in learning activities, such as posing questions and completing assignments [ 12 ]. Emotional engagement relates to students’ feelings regarding teachers, peers, or the learning process, including reactions like interest, boredom, happiness, sadness, and anxiety during a course [ 13 ]. The core concept of cognitive engagement focuses on the depth of investment in learning, highlighting a psychological commitment to mastering knowledge and skills rather than merely completing tasks [ 12 ]. Therefore, cognitive engagement can be understood as students’ grasp of the subject matter being taught [ 14 ].

Academic achievement is a multifaceted concept encompassing the attainment of knowledge, skills, and competencies within an educational context [ 15 ]. In the field of language instruction, academic achievement is often measured by students’ proficiency in language skills, successful completion of language courses, and performance in assessments [ 16 ]. PBLT emerges as a dynamic approach that not only enhances linguistic proficiency but also contributes to broader academic achievement [ 2 – 3 ].

The contemporary landscape of language instruction is characterized by a myriad of teaching approaches, each offering unique strengths and challenges. While approaches such as CLT and content and language-integrated learning CLIL have gained prominence for their efficacy in specific skill development, a critical examination reveals that no singular approach is without its limitations [ 1 ]. Moreover, the emphasis on honing particular skills often overshadows the holistic development of learners. In this context, the recent emergence of PBLT introduces a novel dimension to language instruction by not only enhancing speaking and writing skills but also fostering critical thinking abilities among EFL learners [ 2 , 3 , 4 ]. However, despite the promising indications, a comprehensive investigation into the efficacy of PBLT in comparison to traditional approaches is notably absent in the current literature. This research gap prompts the need for a focused exploration into the consequences of philosophy-based language instruction on EFL learners’ critical thinking, engagement, and academic achievement. By addressing this gap, the study seeks to contribute valuable insights that can inform language educators and policymakers about the potential benefits and challenges associated with the integration of PBLT in EFL classrooms.

This study aims to achieve three overarching objectives that collectively contribute to a comprehensive understanding of the impact of PBLT on EFL learners. Firstly, the investigation seeks to understand the effect of PBLT on critical thinking skills among EFL learners. This involves a close examination of how the integration of philosophy-based language instruction influences cognitive processes such as analysis, evaluation, and synthesis. By assessing the impact on critical thinking, the study aims to illuminate the cognitive dimensions that PBLT brings to language learning.

Secondly, the study aims to assess the effect of PBLT on learner engagement. This involves an exploration of the extent to which philosophy-based language teaching enhances learner motivation and active participation in the language learning process. The investigation encompasses the examination of behavioral, emotional, and cognitive dimensions of engagement, providing insights into how PBLT contributes to creating a stimulating and participatory classroom environment.

Lastly, the study seeks to evaluate the effect of PBLT on academic achievement. This involves a comprehensive assessment of the impact of philosophy-based language instruction on traditional measures of academic success, including language proficiency, course completion rates, and performance in assessments. By examining both linguistic and broader academic competencies, the study aims to provide a holistic understanding of how PBLT influences learners’ overall academic achievement within the EFL context. Accordingly, the study addresses the following research questions:

How does PBLT affect learners’ critical thinking?

How does PLBT affect learners’ engagement?

What is the effect of PBLT on learners’ academic achievement?

This study aims to achieve three primary objectives that hold significant implications for both language educators and policymakers. Firstly, by investigating the effect of PBLT on critical thinking skills among EFL learners, the study offers insights into how philosophy-based language instruction shapes cognitive processes essential for effective language acquisition. Understanding this impact not only enriches our knowledge of language learning methodologies but also provides educators with evidence-based strategies to enhance learners’ critical thinking abilities, which are crucial for navigating an increasingly complex world. Secondly, by assessing the effect of PBLT on learner engagement, the study contributes to our understanding of how philosophy-based approaches can foster a more stimulating and participatory classroom environment. This knowledge equips educators with tools to create learning environments that promote active participation and motivation, ultimately enhancing the overall quality of language education. Lastly, by evaluating the effect of PBLT on academic achievement, the study informs policymakers about the broader implications of philosophy-based language instruction on traditional measures of academic success. This understanding can guide policy decisions regarding curriculum development, teacher training, and resource allocation, ultimately shaping the direction of language education policies to better serve the needs of EFL learners.

The significance of this study lies in its exploration of the innovative PBLT approach and its potential impact on critical thinking, engagement, and academic achievement among EFL learners. In the ever-evolving landscape of language instruction, the recognition that no single approach is flawless underscores the need for continuous exploration and refinement. Methods, including CLT and CLIL, have demonstrated effectiveness in specific skill development but may not holistically address the multifaceted nature of language acquisition.

The emergence of PBLT as a distinctive approach represents an opportunity to delve into its unique qualities, particularly in enhancing speaking and writing skills while concurrently fostering critical thinking abilities. Through the deliberate integration of philosophical questions and the establishment of a community of inquiry, PBLT engages learners in a cognitive process that extends beyond immediate linguistic contexts. The study seeks to unravel the significance of this approach in nurturing critical thinking skills, providing valuable insights into how language instruction can transcend traditional boundaries.

Moreover, the examination of learner engagement within the context of PBLT extends beyond the surface of active participation to explore the intricate dimensions of behavioral, emotional, and cognitive engagement. By investigating these interconnected elements, the study aims to shed light on how PBLT creates a dynamic and stimulating classroom environment that encourages learners to direct their energy and effort toward achieving educational goals. This exploration is crucial in understanding the broader impact of PBLT on the motivation and commitment of EFL learners.

Furthermore, the study’s focus on academic achievement adds a crucial layer to the investigation, expanding beyond linguistic proficiency to encompass traditional measures of success such as course completion rates and performance in assessments. PBLT, as a dynamic approach, holds the potential not only to enhance language skills but also to contribute to the overall academic achievement of EFL learners.

In essence, this research aims to bridge a notable gap in the literature by providing a thorough examination of the consequences of philosophy-based language instruction on critical thinking, engagement, and academic achievement. The findings of this study are anticipated to offer educators, policymakers, and researchers’ valuable insights into the potential benefits and challenges associated with the integration of PBLT in EFL classrooms, contributing to the ongoing discourse on effective language instruction strategies and their broader educational implications.

Literature review

Theoretical background, philosophy-based language instruction.

According to Vygotsky [ 17 ], elevated levels of thinking skills, particularly abstract thinking, can be attained through mediated tools like language. The specific type of language use conducive to knowledge discovery is dialogic question-and-answer interactions. In essence, it is the exploratory talk that engages learners in expanding their knowledge by experimenting with new ideas and receiving feedback from their interlocutor [ 18 ]. This contrasts with well-structured, pre-planned presentational speeches, especially in dialogues about fundamental philosophical matters. In this context, the term philosophy, in line with [ 19 ]’s paradigm, denotes small ‘p’ philosophy, aiming to assist learners in constructing a critical perspective on central life concepts rather than accepting everything exposed to them as absolute truth.

The tradition of dialogic philosophical questioning in education traces back to Socrates approximately 2500 years ago [ 20 ]. Drawing inspiration from Dewey’s [ 21 ] concept of “reflexive inquiry,” [ 19 ] reinvigorated Socratic questioning by proposing the use of philosophy for children, primarily aiming to instill critical thinking skills in young learners. This involves establishing a community of inquiry (see, for example, [ 22 ]), where individuals actively engage in knowledge production through profound contemplation of various life issues, facilitated by the exchange of questions and answers [ 23 ]. Participants collaboratively construct and address their own philosophical questions based on specific input resources, fostering a sense of responsibility for their learning. Employing higher-order thinking skills in conjunction with cooperation, learners develop a social understanding of fundamental assumed beliefs and life concepts, subsequently enhancing their reasoning abilities and self-esteem [ 24 ]. Haynes [ 25 ] advocates for creating communities of inquiry in the classroom, asserting that children should be encouraged and provided opportunities to participate in society from an early age in meaningful contexts such as families, schools, and other settings where they have a stake.

It is crucial to underscore that philosophical dialogues within a community of inquiry diverge from ordinary conversations, where the focus is on participants’ personal ideas. In contrast, in the former, the aim is to collectively construct ideas from peers’ comments to address problems. The primary motivating factor for participants in a community of inquiry to sustain their discussions is the pursuit of truth, a dimension absents in casual conversations [ 26 ].

While learners take the lead in classroom discussions and philosophical question-and-answer activities, it’s crucial to note that the teacher is not passive; instead, they play an active role in guiding learners to clarify and simplify their ideas. However, the teacher refrains from dominating the discussion. The mediator appreciates learners’ capabilities in knowledge creation and interpretation of reality embedded in the dialogues [ 27 ].

Critical thinking

The theoretical underpinnings of critical thinking draw from various educational and philosophical perspectives, emphasizing the development of cognitive skills and the ability to analyze, evaluate, and synthesize information. Scholars in the field of education have often turned to influential frameworks and models to conceptualize and understand critical thinking.

One prominent model is Bloom’s Taxonomy of Cognitive Objectives, developed by Benjamin Bloom and his colleagues [ 28 ]. This taxonomy categorizes cognitive skills into a hierarchy, ranging from lower-order thinking skills (remembering, understanding) to higher-order thinking skills (applying, analyzing, evaluating, creating). Critical thinking is situated at the top of this hierarchy, emphasizing the ability to evaluate information and make reasoned judgments.

Additionally, the Paul-Elder Critical Thinking Framework, developed by Richard Paul and Linda Elder, provides a comprehensive model that identifies essential components of critical thinking, such as clarity, accuracy, relevance, and depth [ 29 ]. This framework encourages educators to guide learners in developing intellectual traits and habits associated with effective critical thinking.

In the realm of language education, scholars like Ennis have proposed specific dimensions of critical thinking relevant to language learners, including interpretation, analysis, evaluation, inference, explanation, and self-regulation [ 30 ]. These dimensions align with the cognitive processes involved in language comprehension, production, and analysis.

Furthermore, philosophical perspectives, particularly those influenced by the Socratic method, have long been intertwined with the conceptualization of critical thinking. The Socratic method emphasizes questioning, dialogue, and reflective inquiry to stimulate critical thought and illuminate underlying assumptions.

In the context of PBLT, the works of Lipman and Sharp contribute to the theoretical foundation. Lipman’s Philosophy for Children (P4C) approach advocates for integrating philosophy into education, fostering a community of inquiry where students engage in collaborative philosophical discussions [ 24 ].

This theoretical background demonstrates the multidimensional nature of critical thinking, drawing from educational models, philosophical traditions, and language education frameworks. The integration of these perspectives offers a comprehensive foundation for understanding and fostering critical thinking skills among learners.

Learners’ engagement is defined by the student’s willingness to actively participate in daily school activities, such as attending class, completing assignments, and attentively listening to the teacher. A low level of classroom engagement can lead to adverse effects on both learning performance and the overall learning process [ 31 ]. In this context, [ 32 ] highlighted that student engagement results from effective classroom teaching and school development initiatives, signifying its increasingly crucial role [ 33 ]. underscored the importance of dynamic and collaborative learning, academic activities, effective communication with the teacher, and educational experiences within the realm of classroom engagement.

Learners’ engagement is a multifaceted construct that encompasses various cognitive, behavioral, and emotional dimensions within the educational context. Grounded in educational psychology, engagement is commonly defined as the extent to which students actively participate in and are committed to their learning experiences [ 34 ]. Fredricks, Blumenfeld, and Paris proposed a conceptual model that identifies three core components of student engagement: behavioral engagement, emotional engagement, and cognitive engagement [ 12 ]. Behavioral engagement involves participating in classroom activities and adhering to academic tasks, while emotional engagement pertains to the affective reactions and sentiments students associate with their learning. Cognitive engagement focuses on the investment of mental effort, active participation in complex cognitive tasks, and the application of higher-order thinking skills [ 12 ].

Skinner and Belmont further emphasized the reciprocal relationship between teacher behavior and student engagement, highlighting the role of teachers in cultivating an environment conducive to sustained learner involvement [ 35 ]. Educational researchers have extended the scope of engagement to encompass not only academic activities within the classroom but also extracurricular pursuits and the broader school climate [ 36 ]. Mahoney, Cairns, and Farmer, for instance, identified extracurricular activity participation as a significant factor contributing to interpersonal competence and educational success [ 36 ].

Moreover, Appleton, Christenson, and Furlong have drawn attention to the critical conceptual and methodological considerations associated with the construct of student engagement, emphasizing the need for a nuanced understanding that considers both its cognitive and affective dimensions [ 37 ]. Recognizing the dynamic interplay between various factors, including classroom dynamics, social interactions, and a sense of belonging, offers a comprehensive theoretical foundation for understanding and promoting learners’ engagement in diverse educational settings [ 37 ].

In summary, the theoretical background of learners’ engagement draws from foundational models like the one proposed by Fredricks, Blumenfeld, and Paris, which conceptualizes engagement as a multidimensional construct involving behavioral, emotional, and cognitive components. The reciprocal influence of teacher behavior, the impact of extracurricular activities, and the broader school climate further enrich our understanding of the complex dynamics that contribute to learners’ engagement in educational contexts.

Academic and language achievement

Language achievement is a nuanced and intricate concept reflecting an individual’s competence and proficiency in a specific language [ 38 ]. It transcends mere knowledge of grammar and vocabulary, encompassing the ability to comprehend, utilize, and communicate effectively in both written and spoken forms. This process of achievement is dynamic, evolving over time, influenced by factors such as language exposure, formal instruction, learner motivation, and individual learning preferences [ 39 ]. It signifies an ongoing journey of improvement, where individuals strive to enhance their language skills through dedicated practice, immersion in authentic language contexts, and active engagement within language communities [ 40 ].

The assessment of language achievement is a multifaceted undertaking that encompasses a range of evaluation methods [ 41 ]. These methods include standardized language proficiency tests, performance assessments, and communicative tasks, which collectively provide a comprehensive appraisal of learners’ language abilities. Standardized tests offer a structured and impartial means of assessing language proficiency across diverse dimensions, while performance assessments and communicative tasks shed light on learners’ practical language application and communicative prowess. By integrating these assessment strategies, educators and researchers gain a holistic comprehension of learners’ language achievement and the efficacy of language instructional approaches [ 42 ].

Empirical background

[ 2 ] conducted an experimental study aiming to assess whether EFL students taught through the PBLT approach would surpass those instructed using traditional ESL methodologies in speaking skills and its components. The study involved 34 students from a prominent Iranian university, majoring in engineering, sciences, and humanities. All students were at an intermediate language level before the experiment. Randomly assigned to the experimental ( N = 17) and control ( N = 17) groups, the former received PBLT-driven EFL instruction, while the latter received conventional ESL methodologies. Results indicated that the experimental group outperformed the control group in speaking skills and related components (range, fluency, coherence, content), excluding accuracy. The authors attributed the lack of a significant difference in accuracy to PBLT’s emphasis on meaning, whereas accuracy primarily pertains to linguistic form.

Another study investigating the efficacy of PBLT in the EFL classroom was carried out by [ 3 ]. Employing the same participants as in [ 2 ], the authors utilized a pretest-posttest experimental design to examine the impact of PBLT on the development of EFL students’ productive skills (speaking and writing) as well as their critical thinking abilities. Their findings demonstrated that PBLT plays a crucial role in fostering the productive skills of EFL students by creating a conducive environment for discussion and negotiation. Additionally, they assert that the environment facilitated by PBLT has the potential to boost EFL students’ motivation and cultivate positive attitudes toward the approach.

In a more recent study, [ 43 ] demonstrated that implementing the PBLT approach in the EFL classroom has the potential to enhance students’ speaking skills and their willingness to communicate. The authors of the same study suggest that the observed efficacy of PBLT in improving speaking skills and fostering a willingness to speak indicates that PBLT could serve as an alternative approach to the traditionally employed IRF (Initiation-Response-Feedback) approach in teaching speaking skills.

[ 44 ] aimed to assess P4C’s impact on the critical thinking and English-speaking skills of 7th-grade gifted EFL students in Türkiye. Employing a mixed methods research design, the study included randomly assigned experimental and control groups. Quantitative data were gathered through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), while qualitative data were obtained from reflective diaries and evaluation forms. The control group followed standard SAC English-speaking lessons, while the experimental group received English-speaking lessons based on the P4C approach. While both groups showed an increase in English-speaking skills, the difference was not statistically significant. However, there was a notable increase in critical-thinking skills for the experimental group, which was statistically significant. Qualitative feedback from the experimental group indicated positive effects of P4C practices on critical thinking and English-speaking skills, though the impact on English-speaking skills was not statistically significant.

Educational philosophy encompasses systematic ideas and concepts within the educational domain [ 45 ]. aimed to investigate the impact of educational philosophy, critical thinking, and classroom engagement on academic achievement among pre-service teachers, utilizing structural equation modeling [ 45 ]. involved 444 teacher pre-service volunteers from a Turkish state university. Data were collected through the Educational Belief Scale, UF/EMİ Critical Thinking Disposition Instrument, and Classroom Engagement Inventory. The analysis revealed that the hypothesized model explained 22% of the variance in academic achievement. Path coefficients demonstrated significant relationships between certain educational philosophies and critical thinking dispositions. Moreover, innovativeness in critical thinking disposition was a significant predictor for all dimensions of classroom engagement.

The emphasis on student engagement has gained prominence in higher education due to its positive association with learning outcomes. Despite its acknowledged importance, there is limited research on pedagogical methods that effectively enhance this engagement. In [ 46 ], a classroom scenario involving 33 students at a Chinese university was examined to investigate their interaction with a pedagogical approach integrating automated, peer, and teacher feedback on academic writing. Through the analysis of multiple drafts, feedback sources, and retrospective interviews, the study found that the majority of students actively participated in this integrated approach, fostering behavioral, affective, and cognitive engagement and facilitating thoughtful revisions.

Amid the global repercussions of the COVID-19 pandemic, online classes have garnered considerable attention. In language learning, the teacher-student relationship assumes a pivotal role, especially in online settings where student engagement holds paramount importance [ 47 ]. investigated the relationship between structured feedback and three types of engagement—cognitive, behavioral, and emotional—in an online class. The study encompassed 114 EFL third-year college students, and the results revealed positive and significant correlations between the utilization of structured feedback and all three types of engagement. The structured feedback, administered at the conclusion of each lesson, empowers students to articulate their knowledge, queries, and insights. This underscored the significance of effective feedback strategies in enhancing engagement within online language learning environments.

[ 48 ] investigated the potential mediation of students’ motivational beliefs in the association between teacher-student relationships and foreign language achievement. The study involved 1171 eighth graders in China. Results indicated a positive correlation between teacher-student relationships and foreign language achievement, with intrinsic and extrinsic motivation serving as partial mediators. Notably, intrinsic motivation played a more substantial mediating role compared to extrinsic motivation. In summary, nurturing teacher-student relationships can elevate learners’ foreign language proficiency by cultivating motivation, with intrinsic motivation being particularly influential.

[ 49 ] provided essential insights derived from a systematic literature review concentrating on the influence of teaching assistants or similar roles on pupils’ academic performance. The review assessed measurements before and after teacher support interventions. The amalgamation of findings reveals that primary school students with identified learning difficulties, particularly in literacy, experience substantial academic improvement with targeted teacher support. However, studies involving more general teacher support, not specifically directed at pupils with identified difficulties, yield varied outcomes. This suggests that teacher support in mainstream classes may not universally enhance the academic achievements of all students.

The studies reviewed offer valuable insights into the efficacy of PBLT and related pedagogical approaches in enhancing language skills, critical thinking, and learner engagement [ 2 ] and [ 3 ]. demonstrate the superiority of PBLT over traditional ESL methodologies in fostering speaking skills, critical thinking, and learner motivation among EFL students, suggesting its potential as a transformative approach in language education. Similarly, [ 43 ] highlights the positive impact of PBLT on speaking skills and willingness to communicate, emphasizing its role as an alternative to conventional instructional methods. Additionally, [ 44 ] provides evidence of the effectiveness of P4C practices in enhancing critical thinking among EFL students, further underscoring the value of philosophy-driven methodologies in language instruction. These findings collectively contribute to the ongoing discourse on effective language teaching methodologies and underscore the importance of integrating philosophical inquiries into language education to promote holistic learner development.

The existing literature on PBLT has laid a strong foundation for the current study by highlighting the potential benefits of integrating philosophical inquiries into language instruction. Previous research has underscored the positive impact of PBLT on critical thinking, engagement, and academic achievement among EFL learners. The research questions addressed in this study are crucial as they aim to provide empirical evidence to further substantiate these claims and offer insights into the specific mechanisms through which PBLT influences learners’ cognitive and academic outcomes. By examining the effects of PBLT on critical thinking skills, learner engagement, and academic achievement, this study contributes to the ongoing discourse on effective language teaching methodologies and informs educators and policymakers about the importance of incorporating philosophy-based approaches into language instruction.

Despite the diverse landscape of language instruction approaches, such as CLT, CLIL, and more recently, PBLT, there exists a critical gap in the current literature regarding the specific impact of PBLT on critical thinking, learner engagement, and academic achievement among EFL learners. While existing studies acknowledge the efficacy of PBLT in enhancing speaking and writing skills, the literature lacks comprehensive investigations into its influence on critical thinking processes and overall engagement. The integration of philosophical questions and the establishment of a community of inquiry within PBLT have shown promise in fostering cognitive processes beyond linguistic contexts. Therefore, this study seeks to address this research gap and provide valuable insights into the potential benefits and challenges associated with the integration of PBLT in EFL classrooms, contributing to the ongoing discourse on effective language instruction strategies and their broader educational implications. The study aims to explore three key dimensions: the effect of PBLT on critical thinking skills, its impact on learner engagement, and its role in shaping overall academic achievement within the EFL context.

This study employed a concurrent mixed-methods research design, seeking to provide a comprehensive and nuanced understanding of PBLT’s impact on critical thinking, learner engagement, and academic achievement among EFL learners. The concurrent design involved the simultaneous collection and analysis of both quantitative and qualitative data to offer a holistic perspective on the research questions. The quantitative phase utilized a teacher-made test to quantitatively measure PBLT’s effect on academic achievement. Simultaneously, the qualitative phase employed interviews, focus group discussions, and reflective diaries to gather in-depth insights into participants’ experiences and perceptions regarding the integration of PBLT. The concurrent mixed-methods approach ensured a robust exploration of the complex interplay between PBLT and the targeted outcomes, allowing for a comprehensive interpretation of the findings and enhancing the overall validity and reliability of the study.

The selection of a concurrent mixed-methods design for this study is justified by the need to comprehensively explore the multifaceted impact of PBLT on EFL learners. By combining both qualitative and quantitative approaches concurrently, this design allows for a more holistic understanding of the complex interplay between PBLT, critical thinking, engagement, and academic achievement. While quantitative measures provide numerical data to assess academic outcomes, qualitative insights from interviews and document analysis offer nuanced perspectives on learners’ experiences and cognitive processes. This integrated approach enhances the depth and richness of the study findings, providing a more robust foundation for informing language teaching practices and policymaking decisions.

The study was conducted in a university setting in Bangladesh, involving a total of 75 learners who were enrolled in intact classes. These learners were divided into two groups: an EG consisting of 38 learners and a CG with 37 learners with the same gender distribution. All participants were identified as intermediate EFL learners based on the results of the Oxford Quick Placement Test. The learners, aged between 18 and 26, shared Bengali as their native language and were learning English as their second language. Notably, none of the participants had prior experience visiting an English-speaking country before the commencement of the study. This homogeneous participant profile ensured consistency in language proficiency levels and background characteristics, contributing to the internal validity of the research findings. It is important to consider that in education settings, it is almost impossible to have a random selection of participants, therefore language researchers mostly resort to intact and preexisting classes [ 50 ]. However, it might also hamper the generalizability of the findings [ 50 ].

The selection criteria for participants in this study involved targeting EFL learners from similar educational backgrounds and language proficiency levels to ensure comparability between the experimental and control groups. Participants were recruited based on their enrollment in language courses that followed either a PBLT or traditional instructional approach. Additionally, efforts were made to ensure demographic diversity within the participant pool to enhance the generalizability of the findings.

The study employed a comprehensive set of instruments to measure various dimensions of learners’ outcomes. Semi-structured interviews, adopted from [ 45 , 47 ], were utilized to explore in-depth insights into learners’ critical thinking and engagement. This qualitative approach allowed for a nuanced understanding of the participants’ experiences and perspectives following the PBLT intervention.

Documentary analysis was conducted to complement the qualitative data, aiming to triangulate findings related to critical thinking and engagement. This involved the examination of relevant documents, records, or artifacts that could provide additional context and evidence of changes in learners’ cognitive and participatory behaviors.

To assess language achievement, a teacher-made test (See Additional File 1) was administered, consisting of fill-in-the-blanks, multiple-choice, short-answer, and open-ended questions. The test’s face and content validity were confirmed by two Ph.D. holders in Applied Linguistics, ensuring that the items effectively measured the intended constructs. Additionally, the construct validity was established through the known-group technique [ 50 ], further substantiating the test’s ability to differentiate between groups with varying proficiency levels. To be more specific, we implemented the test a group of language teachers whose performance turned out to be significantly different from out participants at the outset of the study ( p >.05), hence the construct validity of the instrument.

Reliability analysis was conducted using the KR-21 formula, resulting in a high-reliability coefficient ( r =.823). This indicated consistency and dependability in the test scores, enhancing the robustness of the instrument for measuring language achievement. The careful validation and reliability procedures contribute to the overall trustworthiness and validity of the study’s findings.

Data collection procedures

In this study, the EG received PBLT, while the CG received traditional language instruction. The PBLT sessions were designed to integrate philosophical questioning and the establishment of a community of inquiry within the EFL classroom.

PBLT sessions were conducted over a specific timeframe, with each session lasting approximately 90 min. The EG, comprising 38 learners, participated in a total of 12 PBLT sessions conducted twice a week for six weeks. The sessions were facilitated by the instructor, emphasizing collaborative dialogue, exploration of philosophical questions, and engagement in critical thinking activities.

In PBLT, the instructor initiated discussions by posing open-ended philosophical questions relevant to the learners’ language proficiency level. These questions were carefully crafted to stimulate higher-order thinking skills, encourage reflection, and prompt meaningful discourse. Learners actively engaged in discussions, sharing their perspectives, questioning assumptions, and collectively constructing knowledge within the community of inquiry.

The PBLT approach also involved collaborative activities, where learners worked together to analyze, evaluate, and synthesize information related to the philosophical inquiries. The process aimed to extend learners’ cognitive engagement beyond the immediate linguistic context, fostering a deeper understanding of language use in connection with critical thinking.

The PBLT sessions in the study were characterized by a dynamic and interactive learning environment that encouraged learners to engage deeply with language concepts through philosophical inquiries. Specific examples of philosophical questions used included queries about the nature of truth, the ethical implications of certain actions, and the meaning of identity. These questions prompted learners to critically analyze language usage in various contexts and consider multiple perspectives, fostering their critical thinking skills. Collaborative activities within the PBLT sessions involved group discussions, debates, and collaborative projects where learners worked together to explore language and philosophical concepts. For instance, learners might engage in a debate about the ethical implications of a hypothetical scenario or collaborate on a project to create a philosophical dialogue in the target language.

Conversely, the CG, consisting of 37 learners, received traditional language instruction, focusing on established methodologies without the incorporation of philosophical questioning or the community of inquiry approach. The traditional instruction encompassed language learning activities commonly found in conventional EFL classrooms, emphasizing grammar exercises, vocabulary drills, and communicative tasks.

In traditional language instruction for the control group, the focus was primarily on rote learning and mastering predefined language patterns. Learners engaged in activities such as grammar drills, vocabulary exercises, and structured dialogues aimed at practicing language forms and rules. Content typically revolved around textbook passages, dialogues, and exercises designed to reinforce grammar rules and vocabulary usage. Activities included completing fill-in-the-blank exercises, translating sentences, and practicing scripted dialogues. The instructional approach was teacher-centered, with the instructor delivering explanations, modeling language usage, and providing corrective feedback. Classroom interactions were often structured around the Initiation-Response-Feedback model, where the teacher posed questions, students responded, and the teacher provided feedback. Overall, the emphasis was on linguistic accuracy and mastery of prescribed language patterns, with limited opportunities for open-ended discussion, critical inquiry, or collaborative exploration of language concepts.

By contrasting the outcomes of the EG and CG, the study aimed to assess the specific impact of PBLT on critical thinking, engagement, and language achievement among EFL learners in the university setting. The careful design and implementation of PBLT sessions allowed for a focused examination of the innovative approach’s efficacy in comparison to traditional language instruction methods.

The data collection procedures for this study involved a comprehensive approach, utilizing both qualitative and quantitative methods to gather information on critical thinking, engagement, and language achievement among the study participants.

Individual semi-structured interviews were conducted with participants from both the EG and the CG. These interviews aimed to explore learners’ experiences, perceptions, and reflections on critical thinking and engagement after exposure to philosophy-based language teaching (PBLT). The interviews were audio-recorded with participants’ consent and subsequently transcribed verbatim for qualitative analysis.

A documentary analysis was conducted to complement the interview data. Relevant documents, such as written reflections, class notes, and artifacts, were collected from all participants in both the EG and CG. This additional source of data provided context and depth to the understanding of changes in critical thinking and engagement throughout the study.

To assess language achievement, a comprehensive teacher-made test was administered to all learners from both groups. The test included a variety of question types, such as fill-in-the-blanks, multiple-choice, short-answer, and open-ended questions. Administered under standardized conditions, the test allowed for the collection of responses for subsequent quantitative analysis.

The language achievement test underwent thorough validation and reliability procedures. Two Ph.D. holders in Applied Linguistics confirmed the face and content validity of the test. Construct validity was established through the known-group technique. The reliability of the test was measured using the KR-21 formula, resulting in a high-reliability coefficient ( r =.823), indicating consistent and dependable measurement.

These data collection procedures adhered to ethical considerations, including obtaining informed consent, ensuring confidentiality, and providing opportunities for participants to seek clarification or ask questions. The triangulation of data from interviews, documentary analysis, and the language achievement test enhances the robustness and validity of the study’s findings. Data triangulation enhances the trustworthiness and validity of the study’s findings by corroborating results across multiple sources, methods, or perspectives. In this study, the use of semi-structured interviews, document analysis, and academic achievement assessments constitutes a triangulation approach. By collecting data through different methods, researchers can cross-validate findings, mitigate bias or limitations inherent in any single method, and provide a more comprehensive understanding of the research phenomenon. For example, insights gained from semi-structured interviews regarding participants’ experiences and perceptions can be compared and complemented with findings from document analysis, which may offer objective evidence or contextual information. Similarly, triangulating qualitative data with quantitative measures of academic achievement allows for a more nuanced interpretation of outcomes. Overall, data triangulation strengthens the credibility and reliability of the study’s conclusions by offering multiple lines of evidence and increasing confidence in the validity of the findings.

Data analysis procedures

The data analysis procedures involved a mixed-methods approach to comprehensively examine PBLT’s effect on critical thinking, engagement, and language achievement among EFL learners. For the qualitative data obtained from semi-structured interviews and document analysis, thematic analysis was employed. Themes were derived manually through an iterative process involving the identification of recurring patterns and meaningful categories within the data. The coding process involved systematically assigning labels to segments of the data, creating a coding framework, and refining categories to capture the richness of participants’ experiences and perceptions.

To assess the quantitative data related to language achievement, an independent-sample t-test was conducted. This statistical analysis was chosen due to the study’s focus on comparing the performance of two distinct groups– the EG that underwent PBLT and the CG that received traditional language instruction. The t-test allowed for the examination of significant differences between the pretest and posttest scores of the two groups [ 51 ], providing insights into the effectiveness of PBLT in comparison to traditional instruction.

By employing both qualitative and quantitative analyses, the study aimed to triangulate findings, enhancing the overall validity and reliability of the research outcomes. The thematic analysis offered a nuanced understanding of participants’ experiences, while the t-test provided statistical evidence to support or refute the hypotheses regarding the impact of PBLT on language achievement. The integration of these analyses allowed for a comprehensive and multifaceted exploration of the research questions, contributing to the depth and rigor of the study’s findings.

PBLTS’s effect on EFL Learners’ critical thinking

The results obtained from semi-structured interviews revealed a substantial positive PBLT impact on the critical thinking skills of EFL learners. Thematic analysis of the interview data identified several key themes that underscored the transformative influence of PBLT on learners’ cognitive processes. Participants consistently highlighted an improvement in their ability to analyze information critically, evaluate diverse perspectives, and synthesize complex ideas. For example, a learner in the EG said:

As a learner exposed to PBLT, I found the experience to be incredibly enriching and thought-provoking. The incorporation of philosophical questions into language learning not only made the classes more engaging but also stimulated my critical thinking skills. Unlike traditional methods, PBLT encouraged us to explore diverse viewpoints, question assumptions, and engage in collaborative discussions. I felt more motivated to actively participate in class, and the interactive nature of PBLT created a dynamic learning environment. Overall, I believe PBLT has not only enhanced my language skills but has also equipped me with valuable critical thinking abilities that extend beyond the immediate context of language acquisition.

Another EG learner said:

Being part of the experimental group exposed to PBLT was a unique and intellectually stimulating experience. The emphasis on posing philosophical questions encouraged me to approach language learning in a more holistic way. I appreciated how PBLT prompted us to think deeply about language concepts and engage in meaningful discussions with fellow learners. The collaborative nature of the community of inquiry allowed me to hear diverse perspectives, which, in turn, improved my critical thinking skills. PBLT sessions were not just about language; they were about exploring ideas and constructing knowledge collectively. This approach has undoubtedly made my language learning journey more engaging and intellectually rewarding.

However, CG learners had a dissimilar viewpoint. For instance, a CG learner said:

Where traditional instructional methods were employed, my experience was more conventional. While the classes were structured and covered essential language components, I observed a lack of emphasis on critical thinking. The focus seemed to be on rote learning and mastering predefined language patterns. While this approach may have helped me grasp certain language elements, I felt that it fell short in fostering a deeper understanding of language concepts and developing my critical thinking skills. The classes were more teacher-centered, and opportunities for collaborative exploration were limited. Looking back, I wonder if a more interactive and inquiry-based approach, like PBLT, could have added another dimension to my language learning experience.

Another CG participant thought that:

My language learning experience was traditional and, to some extent, predictable. The emphasis was primarily on textbook-based learning, and while I acquired language skills, I felt that the classes lacked a certain level of engagement. Critical thinking was not explicitly encouraged, and class activities were more focused on individual tasks rather than collaborative exploration. Reflecting on my experience, I can see how a more interactive and philosophy-infused approach, like the one described in the experimental group, might have injected more enthusiasm into my learning journey. There’s a part of me that wishes I had the opportunity to experience PBLT to see how it could have shaped my language skills and critical thinking abilities differently.

One prominent theme that emerged from the interviews was the heightened awareness and application of critical thinking strategies among EFL learners who underwent PBLT. Participants expressed a more profound engagement with philosophical questions, emphasizing how these inquiries prompted them to question assumptions, consider alternative viewpoints, and articulate well-reasoned responses. This increased cognitive engagement was particularly evident in their reflections on how PBLT discussions encouraged them to delve deeper into the subject matter, going beyond surface-level understanding.

Furthermore, the interviews shed light on the collaborative and dynamic nature of PBLT discussions, fostering an environment where learners actively participated in knowledge construction. Participants spoke of the interactive and dialogic nature of the PBLT sessions, where the exchange of questions and answers within the community of inquiry stimulated their critical thinking abilities. The thematic analysis highlighted the role of collaborative learning in enhancing critical thinking, as learners navigated through diverse perspectives and collectively addressed philosophical questions.

Overall, the results of the semi-structured interviews consistently indicated that PBLT had a positive and meaningful effect on EFL learners’ critical thinking skills. The thematic analysis provided rich insights into the ways in which PBLT contributed to the development of analytical, evaluative, and synthetic thinking among participants, emphasizing the potential of this approach to nurture a cohort of learners with enhanced cognitive abilities.

The document analysis of the materials produced during the PBLT sessions in the experimental group provided valuable insights into PBLT’s effect on critical thinking. Through a thorough examination of learners’ written reflections, class discussions, and collaborative projects, several recurring themes emerged.

Theme 1: Depth of Reflection and Analysis One prominent theme identified in the document analysis was the depth of reflection and analysis demonstrated by learners in the experimental group. Learners engaged in written reflections that went beyond surface-level understanding, delving into the complexities of language concepts and philosophical inquiries. The incorporation of philosophical questions prompted learners to critically analyze language structures and meanings, fostering a more profound understanding of linguistic nuances.

Theme 2: Divergent Thinking and Multiple Perspectives The document analysis revealed a consistent emphasis on divergent thinking and the exploration of multiple perspectives. Learners in the experimental group actively participated in discussions that encouraged them to consider alternative viewpoints, challenge assumptions, and express their opinions creatively. This theme highlighted the impact of PBLT in nurturing a more open-minded and critical approach to language learning, transcending traditional, prescriptive language instruction.

Theme 3: Collaborative Knowledge Construction A significant outcome of the document analysis was the collaborative knowledge construction evident in the materials produced by the experimental group. Learners actively contributed to the co-creation of knowledge within the community of inquiry. Group projects, dialogues, and shared reflections demonstrated the synergistic effect of collaborative learning, fostering critical thinking through the exchange of ideas and perspectives.

Theme 4: Integration of Language and Philosophy The analysis highlighted the successful integration of language learning and philosophical inquiry. Learners demonstrated an ability to connect linguistic concepts with broader philosophical themes, showcasing an enriched understanding of language that extended beyond mere vocabulary and grammar. PBLT effectively blurred the boundaries between language instruction and critical thinking, creating a symbiotic relationship between the two.

Theme 5: Increased Engagement and Motivation Documented materials consistently reflected heightened levels of learner engagement and motivation in the experimental group. Learners expressed enthusiasm for PBLT sessions, citing the interactive and intellectually stimulating nature of the approach. This theme suggested that PBLT not only contributed to critical thinking but also enhanced overall learner engagement and motivation in the language learning process.

In short, the document analysis of materials produced during PBLT sessions revealed distinct themes highlighting the positive impact of PBLT on critical thinking among EFL learners. These themes underscored the depth of reflection, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement as key outcomes of the PBLT approach.

PBLT’s effect on EFL learners’ engagement

The semi-structured interviews conducted with learners from both the EG and CG provided valuable insights into the impact of PBLT on engagement.

Themes evident in the semi-structured interviews

Theme 1: Intrinsic Motivation and Active Participation Both EG and CG learners expressed heightened intrinsic motivation and active participation during PBLT sessions. EG learners frequently highlighted their enthusiasm for the interactive nature of philosophical inquiries, fostering a genuine interest in language learning. This contrasted with CG learners, who, while engaged, often mentioned a sense of routine in traditional instruction.

Theme 2: Collaborative Learning Environment Interviews with EG learners consistently highlighted the collaborative learning environment created by PBLT. The emphasis on community inquiry and shared exploration of philosophical questions facilitated a sense of camaraderie and shared responsibility for learning. In contrast, CG learners, while acknowledging collaboration, often mentioned a more teacher-centered approach in traditional instruction.

Theme 3: Emotional Engagement and Positive Affect EG learners frequently expressed positive emotions associated with PBLT, describing the sessions as intellectually stimulating and emotionally rewarding. This emotional engagement was linked to their active involvement in philosophical discussions. CG learners, while generally positive, described their engagement in traditional sessions as more routine and occasionally monotonous.

Theme 4: Cognitive Engagement and Higher-Order Thinking A notable theme emerging from EG interviews was the emphasis on cognitive engagement and higher-order thinking. Learners highlighted their engagement in analyzing language structures within philosophical contexts, attributing this to the unique nature of PBLT. CG learners, while cognitively engaged, often associated their learning with memorization and adherence to prescribed language rules.

Responses from two EG Learners

Sarah (eg learner).

“I love how PBLT makes us think deeply about language. The philosophical questions push us to analyze language in ways I never thought of before. It’s not just about memorizing rules; it’s about understanding why language works the way it does. That’s really motivating for me.”

Ali (EG Learner)

“The PBLT sessions are like a breath of fresh air. We’re not just passive learners; we’re active participants in creating knowledge. I feel more connected to the language and my peers. It’s not just about getting through the lesson; it’s about exploring together.”

Responses from two CG learners

Maryam (cg learner).

“Traditional classes are okay, but sometimes it feels like we’re going through the motions. I learn the rules, practice, and repeat. It’s effective, but it’s not as exciting as the PBLT stories I hear from my friends. I wish we had that kind of engagement.”

Hassan (CG Learner)

“I think our classes are good, but it’s more about the teacher telling us what to do. We follow the textbook, practice exercises, and that’s it. It’s a bit routine. I’ve heard PBLT is more dynamic, and I can see why some people might prefer that.”

In summary, semi-structured interviews unveiled themes related to intrinsic motivation, collaborative learning, emotional engagement, cognitive involvement, and higher-order thinking in the EG. Responses from learners in the EG emphasized the transformative impact of PBLT on engagement, portraying it as a more dynamic and intellectually stimulating approach compared to the traditional instruction experienced by the CG.

Document analysis, focusing on various artifacts such as classroom observations, student reflections, and artifacts produced during PBLT sessions, provided nuanced insights into PBLT’s impact on learners’ engagement.

Themes evident in the document analysis

Theme 1: Active Participation and Dialogue Document analysis consistently revealed a prevalent theme of active participation and dialogue in PBLT sessions. Learners in the EG demonstrated a high level of involvement, contributing to discussions, posing questions, and engaging in meaningful dialogue. The documents showcased instances of learners collaboratively constructing knowledge through dialogue, aligning with the principles of a community of inquiry.

Theme 2: Student-Generated Artifacts PBLT sessions generated a variety of student-generated artifacts, including written reflections, group projects, and collaborative presentations. These artifacts illustrated a deep engagement with language and critical thinking skills. EG learners’ artifacts often showcased a creative and reflective approach to language use, indicating a departure from traditional rote learning.

Theme 3: Integration of Real-Life Contexts Document analysis highlighted the integration of real-life contexts within PBLT, fostering a sense of relevance and authenticity. Learners engaged in discussions related to philosophical questions that resonated with their own experiences and societal concerns. This thematic aspect contributed to heightened engagement and a connection between language learning and real-world applications.

Theme 4: Divergent Perspectives and Critical Inquiry The documents portrayed a rich landscape of divergent perspectives and critical inquiry within PBLT sessions. Learners were observed challenging assumptions, considering alternative viewpoints, and collectively exploring complex language constructs. The emphasis on critical thinking and the open-ended nature of philosophical inquiries stimulated intellectual curiosity among EG learners.

Impacts on learners’ reflections

Excerpt from eg learner reflection.

“I never thought language learning could be this engaging. The PBLT sessions make me think deeply about the language we use every day. I see the relevance of what we discuss to my own life, and that makes a huge difference. I’m not just learning; I’m actively participating in creating meaning.”

Excerpt from EG learner’s collaborative project

“Our group project allowed us to explore language in a way we never did before. We had to critically analyze a real-life scenario, and it made us consider different perspectives. It wasn’t just about vocabulary and grammar; it was about understanding how language shapes our thoughts and interactions.”

In summary, document analysis highlighted themes of active participation, student-generated artifacts, integration of real-life contexts, and divergent perspectives within PBLT. Learners in the experimental group showcased a deep level of engagement, emphasizing the transformative impact of PBLT on their approach to language learning and critical thinking. The documents collectively painted a picture of a dynamic and intellectually stimulating learning environment, aligning with the principles of philosophy-based language teaching.

PBLT’s impact on learners’ academic achievement

To study PBLT’s impact on academic achievement, a t-test, as stated earlier, needed to be conducted. However, we first needed to ensure the data normality assumption. To this end, a one-sample Kolmogorov-Smirnov (K-S) test was run.

As indicated in Table 1 , on both pre- and posttest, the data was normality distributed ( p >.05).

Table 2 shows that on the pretest, participants in the EG ( N = 38, M = 3.368, SD = 1.617) performed similarly to the CG learners ( N = 37, M = 3.054, SD = 1.526).

The results of the above-presented table (Table 3 ) show no significant difference between EG and CG participants on the pretest ( F = 0.406, t = 0.0865, df = 73, p >.05).

Table 4 demonstrates the superiority of EG’s performance ( N = 38, M = 10.657, SD = 4.911) to CG learners ( N = 37, M = 3.648, SD = 1.813) on the posttest.

Based on Table 5 , the EG learners significantly outperformed their CG counterparts on the posttest ( t = 8.239, df = 47.140, p =.001) with a huge effect size (effect size = 0.481).

The findings of this concurrent mixed-methods study underscore the transformative PBLT’s impact on EFL learners’ critical thinking skills, engagement, and academic achievement. The combination of semi-structured interviews and document analysis provided a comprehensive understanding of the multifaceted benefits associated with the PBLT approach in language teaching.

The semi-structured interviews revealed consistent themes across EG participants, highlighting a substantial positive impact on their critical thinking skills. Learners exposed to PBLT consistently reported improvements in their ability to analyze information critically, evaluate diverse perspectives, and synthesize complex ideas. The incorporation of philosophical questions into language learning not only enhanced engagement but also stimulated learners’ critical thinking abilities. The collaborative and dynamic nature of PBLT discussions emerged as a key factor in fostering a more profound engagement with language concepts and philosophical inquiries.

Conversely, CG participants, exposed to traditional instructional methods, expressed a desire for a more interactive and inquiry-based approach akin to PBLT. Their reflections emphasized a perceived lack of emphasis on critical thinking in traditional classes, with a focus on rote learning and mastering predefined language patterns. This dichotomy in experiences suggests that PBLT provides a distinctive and enriching learning environment that extends beyond conventional language instruction.

Thematic analysis of both the interviews and document analysis highlighted the depth of reflection, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement and motivation as key outcomes of the PBLT approach. EG learners actively participated in discussions, generated meaningful artifacts, and demonstrated a profound engagement with philosophical questions. The blurring of boundaries between language instruction and critical thinking in PBLT showcases the potential for a symbiotic relationship, enriching learners’ understanding of language.

The quantitative analysis of academic achievement confirmed that EG learners significantly outperformed their CG counterparts on the posttest, further substantiating the positive impact of PBLT. The substantial effect size indicates that the benefits of PBLT extend beyond qualitative improvements, influencing measurable academic outcomes.

These findings contribute significantly to the discourse on language teaching methodologies, emphasizing the value of incorporating philosophical inquiries into language instruction. PBLT not only enhances language skills but also cultivates critical thinking abilities, creating a dynamic and intellectually stimulating learning environment. The study suggests that educators should consider adopting PBLT or similar inquiry-based approaches to foster a holistic learning experience that goes beyond traditional language instruction.

In comparing our study’s findings with the empirical background, several commonalities and distinctions emerge. Our investigation, employing a concurrent mixed-methods approach, shares similarities with [ 2 ] in revealing the positive impact of PBLT on critical thinking and engagement. Both studies underscore the broader cognitive benefits associated with alternative teaching methodologies, emphasizing enhanced productive language skills and motivation.

A parallel observation can be drawn with [ 3 ] and [ 44 ], where critical thinking abilities are explored. Like our study, these investigations recognize the significance of fostering critical thinking through innovative teaching approaches. The emphasis on discussion and negotiation within PBLT aligns with findings suggesting that such environments contribute to a conducive learning atmosphere.

Moreover, [ 43 ] and [ 47 ] provide additional parallels by emphasizing PBLT’s potential as an alternative to traditional methods and its positive influence on speaking skills and willingness to communicate. This reinforces the notion that PBLT can offer distinct advantages in comparison to conventional instructional approaches.

Despite these commonalities, differences emerge in the specific dimensions of language learning assessed. While [ 2 ] focuses on speaking skills components, our study primarily delves into critical thinking and engagement. Additionally, the nuanced exploration of PBLT’s effects on willingness to communicate, as seen in [ 43 ], adds a dimension not directly addressed in our study.

Furthermore, the comparison with the P4C approach in [ 44 ] contributes to a more comprehensive understanding of philosophy-based teaching approaches. This broader perspective enhances the discourse on the potential benefits of distinct philosophy-driven methodologies.

Moreover, our study’s contribution extends to a comprehensive examination of PBLT’s impact on critical thinking, engagement, and academic achievement. It complements existing literature by providing insights into varied dimensions affected by different teaching approaches.

A noteworthy distinction between our study and the aforementioned research lies in our methodological approach. While all the preceding investigations adopted a quantitative research design, our study innovatively employed a concurrent mixed-methods approach. This methodological shift contributes a unique perspective, allowing for a more comprehensive understanding of the complex interplay between PBLT, critical thinking, engagement, and academic achievement. By integrating qualitative insights through semi-structured interviews and document analysis alongside quantitative measures, our study offers a nuanced exploration of the multifaceted impacts of PBLT on EFL learners. This methodological novelty enhances the depth and richness of our findings, providing a more holistic view of the diverse dimensions influenced by alternative language teaching methodologies.

Our empirical investigation aligns with the theoretical foundations of PBLT, critical thinking, and engagement, shedding light on the multifaceted dimensions of language learning. In the realm of PBLT, our study resonates with Vygotsky’s premise that language serves as a mediated tool for elevated thinking skills. By fostering dialogic question-and-answer interactions, our findings underscore the transformative potential of PBLT in engaging learners in exploratory talk and knowledge discovery. Similarly, our emphasis on small ‘p’ philosophy aligns with the paradigm proposed by previous scholars, aiming to cultivate critical perspectives and challenge assumed truths.

Regarding critical thinking, our study aligns with influential frameworks like Bloom’s Taxonomy and the Paul-Elder Critical Thinking Framework. Our findings consistently reveal the positive impact of PBLT on learners’ critical thinking skills, emphasizing higher-order cognitive processes such as analysis, evaluation, and synthesis. The Socratic influence on our approach echoes the longstanding philosophical tradition entwined with critical thinking, emphasizing questioning, dialogue, and reflective inquiry to stimulate intellectual growth.

In the domain of engagement, our study contributes to the conceptual understanding outlined by Fredricks, Blumenfeld, and Paris. Our exploration of engagement encompasses behavioral, emotional, and cognitive dimensions, reflecting the comprehensive model proposed by these scholars. By investigating the reciprocal relationship between teacher behavior and student engagement, our study aligns with Skinner and Belmont’s perspective, highlighting the role of educators in shaping an environment conducive to sustained learner involvement. Additionally, our consideration of the broader school climate and the impact of extracurricular activities resonates with the extended scope of engagement identified by Mahoney, Cairns, and Farmer.

Crucially, our study introduces a methodological novelty by employing a concurrent mixed-methods approach, distinguishing it from previous quantitative-focused investigations. This methodological shift allows for a more holistic exploration of the interplay between PBLT, critical thinking, engagement, and academic achievement, providing nuanced insights into the complex dynamics of language learning. In essence, our study not only aligns with but extends the theoretical foundations, contributing empirical evidence to the discourse on effective language teaching methodologies, critical thinking development, and learner engagement in EFL contexts.

The study has multiple implications. For language teachers, our study offers valuable implications by highlighting the effectiveness of philosophy-based language teaching PBLT in enhancing critical thinking and engagement among EFL learners. Teachers can incorporate PBLT strategies into their classrooms, encouraging dialogic interactions and philosophical questioning to stimulate higher-order cognitive processes. This approach not only enriches language learning but also cultivates a more dynamic and intellectually stimulating classroom environment. Language teachers are encouraged to adopt a facilitative role, guiding learners in exploring diverse perspectives and collaboratively constructing knowledge. The findings emphasize the importance of creating opportunities for interactive and reflective discourse, empowering teachers to play a pivotal role in nurturing critical thinking skills.

Materials developers can draw inspiration from our study to design materials that integrate philosophical inquiries into language learning resources. By infusing language instruction with philosophical content, materials can be developed to foster a deeper understanding of language concepts and encourage learners to question assumptions. This approach contributes to the creation of engaging and thought-provoking learning materials that go beyond traditional language instruction. Materials developers are encouraged to design resources that promote active participation, collaboration, and the exploration of multiple perspectives, aligning with the principles of PBLT. Integrating philosophical themes into language materials can enhance the overall learning experience and contribute to the holistic development of EFL learners.

Syllabus designers can rethink and adapt their curricula to incorporate elements of PBLT, recognizing its potential to enhance critical thinking skills and learner engagement. Our study suggests that a more inquiry-based and collaborative approach, inspired by philosophy, can be integrated into existing language curricula. Syllabus designers may consider creating spaces for dialogic interactions, community of inquiry activities, and opportunities for learners to explore language within broader philosophical contexts. This shift in syllabus design encourages a more holistic view of language learning, emphasizing the interconnectedness of language instruction with critical thinking development.

Policy-makers in the field of education can consider the implications of our study when formulating guidelines and recommendations for language teaching methodologies. The positive impact of PBLT on critical thinking, engagement, and academic achievement suggests the potential benefits of incorporating such approaches into broader educational policies. Policy initiatives may focus on providing professional development opportunities for teachers to integrate PBLT strategies, allocating resources for the development of materials aligned with philosophical inquiries, and encouraging a pedagogical shift towards more interactive and collaborative language learning environments. Our findings provide a basis for policy-makers to explore innovative and research-based approaches to language education, fostering a culture of critical thinking and active engagement among EFL learners.

In conclusion, our study delved into the realm of language education, exploring the transformative PBLT’s impact on critical thinking and learner engagement among EFL students. The findings underscored the significant positive effects of PBLT, revealing its potential to not only enhance language skills but also foster a deeper level of cognitive engagement. Through a mixed-methods approach, combining semi-structured interviews, document analysis, and academic achievement assessments, our investigation provided nuanced insights into the multifaceted dimensions of PBLT.

The empirical evidence gleaned from semi-structured interviews with participants from both experimental and control groups illuminated the distinct advantages of PBLT in cultivating critical thinking skills. Learners exposed to PBLT reported a heightened ability to analyze information critically, consider diverse perspectives, and synthesize complex ideas. The contrast with control group responses highlighted the limitations of traditional instructional methods in promoting similar cognitive outcomes. Notably, the emergence of themes such as increased engagement, collaborative knowledge construction, and the integration of language and philosophy further reinforced the efficacy of PBLT in enriching the learning experience.

Document analysis of materials produced during PBLT sessions provided a comprehensive view of the approach’s impact on critical thinking. Themes such as the depth of reflection and analysis, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement collectively painted a vivid picture of the dynamic and intellectually stimulating learning environment created by PBLT. These themes underscored the transformative potential of PBLT, transcending traditional language instruction and promoting a holistic development of learners’ cognitive abilities.

The assessment of academic achievement revealed that learners in the experimental group significantly outperformed their counterparts in the control group. This quantitative aspect reaffirmed the positive impact of PBLT on language proficiency, adding an empirical dimension to the qualitative insights gathered through interviews and document analysis. The statistically significant difference in posttest scores suggested that PBLT not only enhances critical thinking but also contributes to measurable academic advancements.

In relation to existing literature, our study adds a distinctive contribution by employing a mixed-methods approach, combining qualitative and quantitative methodologies. While previous studies primarily focused on quantitative assessments, our research enriched the understanding of the subject matter by incorporating qualitative insights through interviews and document analysis. This novel approach provided a more comprehensive exploration of the impact of PBLT on critical thinking and engagement among EFL learners.

The implications of our findings extend to language teachers, materials developers, syllabus designers, and policy-makers. Language teachers are encouraged to embrace PBLT strategies, fostering dialogic interactions and philosophical questioning to enhance critical thinking skills. Materials developers can draw inspiration from our study to design engaging resources that integrate philosophical content into language learning. Syllabus designers may consider adapting curricula to incorporate PBLT elements, recognizing its potential benefits. Policy-makers can explore innovative approaches to language education, informed by the positive outcomes of PBLT, to foster a culture of critical thinking and active engagement.

In essence, our study not only illuminates the effectiveness of PBLT in enhancing critical thinking and engagement among EFL learners but also provides a methodological contribution through the application of a mixed-methods approach. As we navigate the evolving landscape of language education, the insights gained from this research open avenues for further exploration and innovation in pedagogical practices, paving the way for a more holistic and intellectually stimulating language learning experience.

While our study contributes valuable insights into PBLT’s impact on critical thinking and learner engagement among EFL students, it is essential to acknowledge certain limitations that temper the generalizability of our findings.

Firstly, the study’s scope is limited to a specific context and participant demographic, focusing on a particular group of EFL students in a defined educational setting. Consequently, the generalizability of the findings to diverse learner populations, linguistic contexts, or educational levels may be restricted. Future research should aim to replicate the study across different contexts to assess the robustness and universality of the observed effects.

Secondly, the duration of the intervention in our study was relatively short-term, and the impact of PBLT was assessed immediately post-implementation. A more longitudinal investigation could provide deeper insights into the sustainability of the observed enhancements in critical thinking and engagement. Long-term studies tracking participants over an extended period would offer a nuanced understanding of the enduring effects of PBLT on language proficiency and cognitive development. Acknowledging the short-term nature of the study and advocating for more longitudinal investigations is essential for comprehensively understanding the sustainability of PBLT effects on critical thinking and engagement. While the current study provides valuable insights into the immediate impact of PBLT, longitudinal investigations would offer a deeper understanding of how these effects evolve over time and whether they are sustained beyond the duration of the intervention. Long-term studies could track participants’ progress and development over extended periods, allowing researchers to assess the durability of any observed enhancements in critical thinking skills and learner engagement. Moreover, longitudinal investigations would elucidate whether the benefits of PBLT persist as learners encounter increasingly complex language tasks and real-world communication scenarios. By examining the long-term trajectory of PBLT effects, researchers can determine whether any initial gains in critical thinking and engagement translate into enduring cognitive habits and attitudes toward language learning. This longitudinal perspective is crucial for informing educational practices and policy decisions, as it provides insights into the long-term effectiveness and viability of PBLT as a pedagogical approach in EFL contexts.

Thirdly, the qualitative aspects of the study, particularly the semi-structured interviews and document analysis, rely on subjective interpretations. While efforts were made to ensure rigor in data analysis, the inherently subjective nature of qualitative research introduces the possibility of interpretation bias. Future research could incorporate additional quantitative measures to triangulate findings and enhance the robustness of the study.

Moreover, the study primarily focused on the impact of PBLT on critical thinking and engagement, leaving room for exploring other potential outcomes and variables. Future investigations could delve into the affective domain, considering variables such as motivation, self-efficacy, and learner attitudes toward language learning within the PBLT framework.

Suggestions for further research include conducting comparative studies between different pedagogical approaches, such as traditional methods versus PBLT, to provide a more comprehensive understanding of the relative effectiveness of these strategies. Additionally, investigating the adaptability of PBLT across various proficiency levels, languages, and cultural contexts would contribute to a more nuanced understanding of its applicability. Conducting comparative studies between different pedagogical approaches, proficiency levels, languages, and cultural contexts is imperative for gaining a comprehensive understanding of the relative effectiveness and adaptability of PBLT. By comparing PBLT with traditional instructional methods across diverse contexts, researchers can discern the specific conditions under which PBLT yields optimal outcomes and identify potential limitations or challenges. Additionally, investigating the effectiveness of PBLT at various proficiency levels and in different languages enables researchers to assess its generalizability and applicability across a broader spectrum of learners. Comparative studies also offer insights into the cultural nuances that may influence the implementation and reception of PBLT, informing culturally responsive instructional practices. Furthermore, examining PBLT in comparison to other philosophy-based approaches or alternative teaching methodologies elucidates its unique contributions and advantages. By systematically comparing PBLT with alternative approaches, researchers can identify best practices and tailor instructional strategies to meet the diverse needs of learners in different educational contexts. Overall, comparative studies provide valuable insights into the nuanced dynamics of language teaching and learning, guiding educators and policymakers in making informed decisions about the adoption and adaptation of PBLT to enhance language education worldwide.

Furthermore, exploring the role of teacher training and professional development in implementing PBLT is an avenue for future research. Investigating how educators can be effectively-prepared to integrate philosophy-based approaches into language instruction would contribute valuable insights to teacher education programs. Well-prepared educators can play a pivotal role in the successful integration of philosophy-based approaches into language instruction. Their thorough understanding of both pedagogical principles and philosophical concepts can enable them to create a conducive learning environment that fosters critical thinking and engagement. Equipped with effective teaching strategies, such as facilitating dialogic interactions and guiding philosophical inquiries, educators can effectively implement PBLT to enhance learners’ cognitive and academic outcomes. Furthermore, their ongoing professional development could ensure continuous refinement of instructional practices, thereby maximizing the potential impact of philosophy-based approaches on language learning.

In conclusion, while our study illuminates the positive impact of PBLT on critical thinking and engagement, recognizing its limitations opens doors for further exploration. Future research endeavors can address these limitations and extend the knowledge base, ultimately contributing to the ongoing evolution of effective language teaching methodologies.

To sum the conclusion up, the study revealed significant outcomes across critical thinking, engagement, and academic achievement. Through a concurrent mixed-methods approach, it was found that PBLT positively influences learners’ critical thinking skills, fostering abilities in analysis, evaluation, and synthesis. Moreover, learners exposed to PBLT demonstrated increased engagement, manifested through active participation and collaborative knowledge construction. Additionally, quantitative analysis confirmed that PBLT significantly improved academic achievement, as evidenced by higher posttest scores compared to traditional instruction methods. These findings underscore the transformative potential of PBLT in enhancing both cognitive and academic outcomes in EFL contexts.

Data availability

The dataset of the present study is available upon request from the corresponding author.

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This study is supported via funding from Prince Sattam Bin Abdulaziz University Project Number (PSAU 2024 /R/1445).

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Li, L., Ismail, S.M., Patra, I. et al. Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement. BMC Psychol 12 , 148 (2024). https://doi.org/10.1186/s40359-024-01648-2

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SFES2213: LOGIC AND CRITICAL THINKING Lecture 6 - PowerPoint PPT Presentation

SFES2213: LOGIC AND CRITICAL THINKING Lecture 6

... in which each statement begins with the word all, some, or no. ... example: my blind uncle told me that there were 8 men, 6 women, and 12 kids at the party. ... – powerpoint ppt presentation.

Department of Science and Technology Studies, Faculty of Science, University of Malaya
An argument in which the premises are claimed to support the conclusion in such a way that it is impossible for the premises to be true and the conclusion to be false.
Note Kesimpulan yang dibuat mesti (tidak boleh tidak) berdasarkan premis/ alasan yang dikemukakan.
4 tests to distinguish between deductive and inductive argument
The indicator word test
The strict necessity test
The common pattern test
The principle of charity test
Detecting common patterns is the quickest way to determine whether an argument is deductive or inductive.
5 common patterns of deductive reasoning
Hypothetical Syllogism
Categorical Syllogism
Argument by Elimination
Argument Based on Mathematics
Argument from Definition
A hypothetical syllogism
is an argument consists of exactly 2 premises and a conclusion, with at least one hypothetical or conditional premise.
5 types of hypothetical syllogism
Modus ponens (logically reliable)
Chain Argument (logically reliable)
Modus tollens (logically reliable)
Denying the antecedent (not logically reliable)
Affirming the consequent (not logically reliable)
Modus ponens
(1) If the Tigers beat the Yankees, then the Tigers will make the playoffs.
The Tigers will beat the Yankees.
So, the Tigers will make the playoffs.
(2) If I want to keep my financial aid, Id better study hard.
I do want to keep my financial aid.
Therefore, Id better study hard.
- Notice that these 2 arguments have the same logical pattern/ form-
Logical pattern-
If A then B.
Therefore, B.
(2) Chain argument
Consists of 3 conditional statements that link together
If we dont stop for gas soon, then well run out of gas.
If we run out of gas, then well be late for the wedding.
Therefore, if we dont stop for gas soon, well be late for the wedding
Logical pattern
If B then C.
Therefore, if A then C.
(3) Modus tollens
- also called as denying the consequent because the argument consists of-
(i) one conditional premise,
(ii) a second premise that denies the consequent of the conditional (i.e. asserts to be false),
(iii) a conclusion that denies the antecedent of the conditional.
If we are in Sacramento, then were in California.
We are not in California.
Therefore, were not in Sacramento.
Therefore, not A.
Note Modus ponens, chain argument, and modus tollens are all logically reliable patterns of deductive reasoning.
Logically reliable argument pattern is absolutely guaranteed to have a true conclusion if the premises are true.
Two patterns that are not logically reliable
(4) Denying the antecedent
- the premises are true and the conclusion is false.
If Shakespeare wrote War and Peace, then hes a great writer.
Shakespeare didnt write War and Peace.
Therefore, Shakespeare is not a great writer.
Therefore, not B.
(5) Affirming the consequent
The premises are true, and the conclusion is false.
If we are on Neptune, then were in the solar system.
We are in the solar system.
Therefore, were on Neptune.
Therefore, A.
Even though Denying the antecedent and Affirming the consequent are not logically reliable patterns of reasoning they should be treated as deductive because they have a pattern of reasoning that is characteristically deductive.
Defined as a three-line argument in which each statement begins with the word all, some, or no.
(1) All oaks are trees.
All trees are plants.
So, all oaks are plants.
(2) Some Democrats are elected officials.
All elected officials are politicians.
Therefore, some Democrats are politicians.
Can you guest the logical pattern of these arguments?
(1) All A are B.
All B are C.
So, all A are C.
(2) Some A are B.
Therefore, some A are C.
- Because such arguments have familiar form of rigorous logical reasoning, they should be treated as deductive.
An argument seeks to logically rule out various possibilities until only a single possibility remains.
(1) Either Joe walked to the library or he drove.
But Joe didnt drive to the library.
Therefore, Joe walked to the library.
Either A or B.
(2) Either Dutch committed the murder, or Jack committed the murder, or Celia committed the murder.
If Dutch or Jack committed the murder, then the weapon was a rope.
The weapon was not a rope.
So, neither Dutch nor Jack committed the murder.
Therefore, Celia committed the murder.
Either A or B or C.
If A or B, then D.
So neither A nor B.
Therefore, C.
Note because the aim of such argument is to logically exclude every possible outcome except one, such arguments are always deductive.
The conclusion is claimed to depend largely or entirely on some mathematical calculation or measurement (perhaps in conjunction with one or more nonmathematical premises).
Eight is greater than four.
Four is greater than two.
Therefore, eight is greater than two.
A is greater than B.
B is greater than C.
Therefore, A is greater than C.
(2) Light travels at a rate of 186,000 miles per second.
The sun is more than 93 million miles distant from the earth.
Therefore, it takes more than eight minutes for the suns light to reach the earth.
Argument (1) the word greater refers to some sort of measurement.
Argument (2) Argument based on certain calculation.
Caution Argument based on mathematics can be deductive-
Example My blind uncle told me that there were 8 men, 6 women, and 12 kids at the party.
By simple addition, therefore, it follows that there were 26 people at the party.
Conclusion clearly does not follow from the premise, because perhaps my blind uncle miscounted
- Best treated as inductive.
Characteristic The conclusion is presented as being true by definition.
Example (1) Janelle is a cardiologist. Therefore, Janelle is a doctor.
(2) Bertha is an aunt. It follows that she is a woman
Because the statement that follows by definition is necessarily true if the relevant definition is true, this argument is treated as deductive.
Any question(s)??

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LOGIC AND CRITICAL THINKING

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Introduction to Critical Thinking (PPTX)

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IIT Delhi starts new MA course to foster critical thinking in society

Iit delhi has introduced a new two-year ma programme in culture, society, and thought, offering interdisciplinary insights into sociology, literature, and philosophy. the application process begins on march 20..

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IIT Delhi starts new MA course to foster critical thinking in society

Indian Institute of Technology (IIT) Delhi has broken new ground in academia with the launch of a pioneering MA programme. The Department of Humanities and Social Sciences introduced the MA in Culture, Society, and Thought, a two-year full-time course delving into sociology, literature, and philosophy.

Prospective candidates with a bachelor's degree in any discipline are eligible for the programme, provided they maintain a minimum of 55% or equivalent CGPA in BA.

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Professor Farhana Ibrahim, Head of the Department of Humanities and Social Sciences, IIT Delhi, underscored the programme's interdisciplinary approach and its potential to redefine humanities and social science research.

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Introduction to Logic and Critical Thinking
This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a ...
Philosophy and Critical Thinking
Download presentation Presentation on theme: "Philosophy and Critical Thinking"— Presentation transcript: 1 Philosophy and Critical Thinking An Argumentative Writing Blitz 2 Terms Claim: Thesis (what you are trying to defend)
Philosophy and Critical Thinking
Download presentation Presentation on theme: "Philosophy and Critical Thinking"— Presentation transcript: 1 Philosophy and Critical Thinking 2 Terms Claim: Thesis (what you are trying to defend) Evidence: Proof & it is Specific Warrant: So-what Factor; links your evidence to your claim Counterclaim (Concession): Addressing the other side's POV
Philosophy and Critical Thinking
Philosophy and Critical Thinking Free write about three given topics (five minutes for each one). Choose one and elaborate on your constructed response.Warrants in light blueCounterargument (s) in redTwo pages, typed, double-spacedMLA heading 3 30 Points 4 It is sometimes necessary to restrict individual freedom for the sake of social order.
2: Critical Thinking, Research, Reading, and Writing
Here you will find useful advice about how to approach research, reading, and writing in philosophy. 2.1: The Brain Is an Inference Machine. 2.2: Overcoming Cognitive Biases and Engaging in Critical Reflection. 2.3: Developing Good Habits of Mind. 2.4: Gathering Information, Evaluating Sources, and Understanding Evidence.
Introduction to Critical Thinking (PPTX)
Subject: Philosophy and ethics Age range: 14 - 18 Resource type: Lesson (complete) File previews pptx, 1.72 MB This 30-slide PowerPoint has been carefully designed with both the teacher and the student in mind. It is aesthetically pleasing, informative without being too "wordy," and arranged so that there is an organic flow to the presentation.
PDF Introduction to Philosophy
1) Intro to philosophy short.ppt Introduction to Philosophy Prof. Steven Levine - Introduction to Philosophy - Lecture 1 What is Philosophy? The term 'philosophy' comes from the Greek: Philos (love) + Sophia (wisdom). But what is wisdom? Two different answers: To be wise is to know how to live.
PPT
Philosophy and Critical Thinking. An Argumentative Writing Blitz. Terms. Claim: Thesis (what you are trying to defend) Evidence: Proof & it is Specific Warrant: So-what Factor; links your evidence to your claim Counterclaim (Concession): Addressing the other side's POV. Directions. Download Presentation shanelleh Download Presentation
PPT Critical Thinking and Logic Lecture Notes.ppt
View PPT Critical Thinking and Logic Lecture Notes.ppt from CHEM 112 at Health Services Academy. Critical Thinking and Logic Lecture Notes By: Binyam Mekonnen Addis Ababa University Department of ... MEANING OF PHILOSOPHY: The meanings each of us has a philosophy, even though we may not be aware of it. We all have some ideas concerning physical ...
Critical Thinking Lesson Google Slides & PowerPoint template
Lesson Like Ads Critical Thinking Lesson Presentation Free Google Slides theme and PowerPoint template Critical thinking appears to be a difficult matter to understand. Well, we can help you with the design of a presentation about that topic!
LOGIC AND CRITICAL THINKING
Formal or informal science Logic v.s.Psychology: 1. The Laws of Thinking 2. The Science of Reasoning 3. The Science of Argument The study of the methods and principles used to distinguish good (correct) from bad (incorrect) reasoning or argument. The way to the good reasoning (making good argument) and critical thinking 5 What Is an Argument?
(PPT) Introduction to Philosophy
In my comments today, I will argue for three points: (1) Studying philosophy-whether majoring in it or just taking one or more philosophy courses-is a legitimate career choice, even from a narrowly vocational perspective. (2) Studying philosophy is also valuable to every citizen of a democracy, and to the maintenance of democracy itself.
Not a passive learner but an active one: a focus on the efficacy of
This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG ...
PPT
Encouraging Skillful, Critical, and Creative Thinking - This is a power point presentation for course designed to empower teachers, teachers educators, curriculum specialist and staff developers to teach faculty and students to become skillful, critical, and creative thinkers | PowerPoint PPT presentation | free to view
‎Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative
‎Show Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative Process: Philosophers, Writers, Educators, Creative Thi, Ep Literature, Humanities & Sustainability: PAOLA SPINOZZI - Coordinator, Phd Programme, Environmental Sustainability & Wellbeing, UNIFE - Mar 9, 2024 ... Philosophy How can we create positive change? What does ...
Free Google Slides and PowerPoint Templates on Philosophy
Download the Colonial Latin American Literature - Doctor of Philosophy (Ph.D.) in Spanish presentation for PowerPoint or Google Slides. As university curricula increasingly incorporate digital tools and platforms, this template has been designed to integrate with presentation software, online learning management systems, or referencing software ...
PPT
750 likes | 1.1k Views. Logic and Critical Thinking. CCC8001 2 nd Term 2013. introduction. Course Particulars. Instructor: Dr. Michael Johnson Office: Room HSH219, Ho Sin Hang Building Office Hours: Monday s 15:00 to 16:00 Email: [email protected] Office Telephone: 2616 7052. Download Presentation.
LOGIC AND CRITICAL THINKING
1 LOGIC AND CRITICAL THINKING COURSE CODE: PHIL 1011 By:- Amdework Brhane 2 CHAPTER ONE INTRODUCTION TO PHILOSOPHY Chapter Objectives: Understand the meaning, nature and features of philosophy Recognize the major fields of philosophy; and Understand why it is so important to learn logic and philosophy
‎Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative
‎Show Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative Process: Philosophers, Writers, Educators, Creative Thi, Ep Revolutionizing Sustainability: BERTRAND PICCARD's Path to a Cleaner Planet - Highlights - Mar 14, 2024 ... Philosophy "You have the brain, and you have the heart, and you cannot feed only the brain without ...
‎Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative
Beyond the Horizon: Pioneering Green Aviation with BERTRAND PICCARD - Aviator, Explorer, Environmentalist Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative Process: Philosophers, Writers, Educators, Creative Thi Philosophy
Introduction to Critical Thinking (PPTX)
pptx, 1.72 MB. This 30-slide PowerPoint has been carefully designed with both the teacher and the student in mind. It is aesthetically pleasing, informative without being too "wordy," and arranged so that there is an organic flow to the presentation. Also of importance, it is based on an online chapter titled, "What is Critical Thinking ...
IIT Delhi starts new MA course to foster critical thinking in society
IIT Delhi has introduced a new two-year MA programme in Culture, Society, and Thought, offering interdisciplinary insights into sociology, literature, and philosophy. The application process begins on March 20. Listen to Story Indian Institute of Technology (IIT) Delhi has broken new ground in ...
‎Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative
LUDOVIC SLIMAK Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative Process: Philosophers, Writers, Educators, Creative Thi Philosophy "As long as your children believe your traditions are a good way to be human on Earth, they will continue to be like you. And your society and your civilization will continue.
‎Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative
‎Show Philosophy, Ideas, Critical Thinking, Ethics & Morality: The Creative Process: Philosophers, Writers, Educators, Creative Thi, Ep What does it mean to have an ecological mind? - Highlights - PAOLA SPINOZZI - Mar 9, 2024 ... Philosophy "I started as a scholar of English literature in particular. And then I realized I didn't like boundaries.

Introduction to Logic and Critical Thinking

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2: Critical Thinking, Research, Reading, and Writing

Introduction to Philosophy

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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Introduction

Literature review

Academic and language achievement

Empirical background

Data collection procedures

Data analysis procedures

PBLTS’s effect on EFL Learners’ critical thinking

PBLT’s effect on EFL learners’ engagement

Themes evident in the semi-structured interviews

Responses from two EG Learners

Ali (EG Learner)

Responses from two CG learners

Hassan (CG Learner)

Themes evident in the document analysis

Impacts on learners’ reflections

Excerpt from EG learner’s collaborative project

PBLT’s impact on learners’ academic achievement

Data availability

Acknowledgements

Author information

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Corresponding authors

Ethics declarations

Ethics approval and consent to participate

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IIT Delhi starts new MA course to foster critical thinking in society

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