Tools
ToolsAndrews, Richard (2007) Argumentation, critical thinking and the postgraduate dissertation. Educational Review, 59 (1). pp. 1-18. ISSN 0013-1911
Full text not available from this repository.Abstract
This article concentrates on the dissertation or thesis as a form of argumentation common in postgraduate experience. The nature and history, as well as the social and political context of the dissertation/thesis are explored. Its basic structures are discussed; and three dissertations are examined to test the degree to which they embody argumentation and criticality. A particular dimension is explored as part of the article, in relation to current thinking in the UK about postgraduate research student skills training: to what extent does the genre of dissertation or thesis encourage, support and/or inhibit what has come to be known as ‘critical thinking’ i.e. thinking that is aware of its relativity, has ‘edge’ and is aware of itself as a process? It is found that guidelines for such research student training fail to give argumentation its due in postgraduate education.
| Item Type: | Article |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Critical Cultural Studies In Education |
| Depositing User: | Pure Connector |
| Date Deposited: | 23 May 2016 12:00 |
| Last Modified: | 06 Feb 2023 14:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/58987 |
| DOI: | 10.1080/00131910600796777 |
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