Argumentation, critical thinking and the postgraduate dissertation

Andrews, Richard (2007) Argumentation, critical thinking and the postgraduate dissertation. Educational Review, 59 (1). pp. 1-18. ISSN 0013-1911

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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
DOI: 10.1080/00131910600796777

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