BEGIN:VCALENDAR
PRODID:-//Grails iCalendar plugin//NONSGML Grails iCalendar plugin//EN
VERSION:2.0
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VEVENT
DTSTAMP:20260313T180835Z
DTSTART;TZID=America/Toronto:20140829T200000
DTEND;TZID=America/Toronto:20140829T200000
SUMMARY:Reasoning\, Argumentation\, and Critical Thinking Instruction
UID:20260314T154221Z-iCalPlugin-Grails@fe80:0:0:0:2427:b7ff:fe4c:4e38%3
TZID:America/Toronto
LOCATION:Helgonavägen 3 \, Lund\, Sweden\, 22100
DESCRIPTION:<p>RACT2015 brings together international experts from fields as diverse as education\, philosophy\, speech communication\, psychology\, mathematics\, and rhetoric\, among others. &nbsp\;<br> The main<strong> purpose</strong> is to assess the state of the art in research on reasoning and argumentation that can play a load-bearing role in the development of cutting-edge critical thinking instruction\, both as dedicated courses and across the curriculum.</p>\n<p><strong>Key-notes</strong></p>\n<ul>\n<li><strong>Andrew Toulmie</strong> (Department of Psychology and Human Development\, University of London\, UK)</li>\n<li><strong>Jean Goodwin</strong> (Department of English\, Iowa State University\, Ames\, Io.\, USA)</li>\n<li><strong>Jean-Fran&ccedil\;ois Bonnefon</strong> (CLLE Research Center\, CNRS Toulouse\, France)</li>\n<li><strong>Michael Weinstock</strong> (invited) (Department of Education\, Ben-Gurion University of the Negev\, Be&rsquo\;er Sheva\, Israel)</li>\n<li><strong>Robert Ennis</strong> (via video-link) (Educational Policy Studies\, College of Education\, University of Illinois\, Champaign\, Il.\, USA)</li>\n<li><strong>Ulrike Hahn</strong> (Department of Psychological Sciences\, Birkbeck College\, London\, UK)</li>\n</ul>\n<p>We invite <strong>up to 36 contributed papers</strong>\, of which nine are reserved for Junior scholars\, for presentation in a 50 minute slot\, of which at least 20 minutes are reserved for discussion.</p>\n<p><strong>Topics</strong> include\, but are not limited to:<strong></strong></p>\n<ul>\n<li>corroborated teaching-methods from K-12 to graduate level instruction\, didactic models\, and learner typologies</li>\n<li>replicated empirical results from experimental or natural settings on lay or expert reasoning</li>\n<li>evidence pro/con critical thinking as a key-skill in the university-graduate job market</li>\n<li>comparative studies of international educational policies</li>\n<li>theoretical models of reasoning &ldquo\;on the hoof&rdquo\; as well as task-constrained reasoning</li>\n<li>conceiving the argumentation-reasoning interface</li>\n<li>socio-political or science-historical work on human (ir)rationality and its rhetoric</li>\n<li>the social management of individual cognitive biases</li>\n<li>empirical or conceptual research on de-biasing-methods</li>\n<li>cross/multicultural and cross/multilingual research on argumentation in private and institutional group decision-making contexts</li>\n<li>historical as well as conceptual analyses of notions such as fallacy\, bias or reasoning error</li>\n<li>evidence pro/con two systems/two processes accounts of human reasoning</li>\n<li>reliable instruments for the qualitative evaluation of critical thinking instruction</li>\n<li>visualization-techniques for logical and probabilistic models of reasoning\, (software-based) argument-diagramming\, and their responsible classroom use</li>\n</ul>\n<p><strong>Submission</strong></p>\n<p>To contribute to RACT2015\, please submit a maximum 1000 word extended abstract prepared for blind review as a PDF file at <a href="https://www.easychair.org/conferences/?conf=ract2015">https://www.easychair.org/conferences/?conf=ract2015</a>&nbsp\; <strong>on or before August 30th</strong>. <br> For details\, please refer to <a href="http://ract2015.wordpress.com/cfp/">http://ract2015.wordpress.com/cfp/</a> .</p>
ORGANIZER:
METHOD:PUBLISH
END:VEVENT
END:VCALENDAR