The univocal language of inquiry: the language of reasons across disciplines¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Siegel argues that although techniques of inquiry differ across disciplines, inquiry is fundamentally the same activity everywhere: the creation and critical examination of reasons and their power to warrant hypotheses. He claims 'The language of inquiry, I am claiming, just is the language of reasons,' a common linguistic apparatus for conducting responsible inquiry that stands alongside diverse disciplinary 'languages' (such as the physicist's 'sees' or the anthropologist's 'empathy'). This univocal language lets investigators comprehend diverse disciplinary activity as inquiry, extend results beyond their disciplinary home, and evaluate them in a broader context.

Design Implications¶

Context¶

Requirements¶

• Task for investigators of the many 'languages of inquiry' is to relate those languages to the language of reasons

Constraints¶

• Specific linguistic conventions may be adopted by investigators in disparate areas, and domains may differ in relevant principles of inquiry and assessment

Target Learners¶

• undergraduate students
• investigators across disciplines

Target Learning Objectives¶

• understanding inquiry as reason-giving and reason-evaluation across disciplinary settings

Claims¶

• Principles of reason assessment are both subject-neutral and subject-specific [+W]
• Weinstein argues critical thinking needs a disciplinary perspective incorporating substantive methodological criteria from within disciplines [+W]

Related Theories¶

• Siegel's reasons conception: critical thinking as being appropriately moved by reasons
• Siegel's broad rationality: critical thinking as an educational and moral ideal grounding Constructivism
• Montclair conception of critical thinking as judgment supported by disciplinary canons
• Siegel's two-component account of critical thinking: reason assessment ability plus critical attitude

Examples¶

• Structure the curriculum around the language of reasons in each discipline
• Teach undergraduate content within a nexus of justification and application
• Justification & Argumentation

Key Sources¶

• Weinstein, Mark, Ed.; Oxman-Michelli, Wendy, Ed. (1989). Critical Thinking: Language and Inquiry across the Disciplines. Proceedings of the Annual Conference of the Institute for Critical Thinking (Upper Montclair, New Jersey, 1988). https://eric.ed.gov/?id=ED351305