Debate: A new approach for improving the dialectical thinking of university students

Li, Xiaoshan; Han, Zaichao; Fu, Jianping; Yun, Mei; Liu, Jianping

doi:10.1080/14703297.2019.1640123

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…Complex thinking, where one learns to deal with difficulties, uncertainties, and conflicts, could also help to cope with existential threats like climate change. The best way to promote this in education seems to be a combination of practice-based learning and critical discussions (Li et al, 2021; Wynn et al, 2019).…”

Section: Looking Forwardmentioning

confidence: 99%

Science Denial

Jylhä

Stanley

Ojala

et al. 2023

European Psychologist

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Abstract. Science denial has adverse consequences at individual and societal levels and even for the future of our planet. The present article aimed to answer the question: What leads people to deny even the strongest evidence and distrust the scientific method? The article provides a narrative review of research on the underpinnings of science denial, with the main focus on climate change denial. Perspectives that are commonly studied separately are integrated. We review key findings on the roles of disinformation and basic cognitive processes, motivated reasoning (focusing on ideology and populism), and emotion regulation in potentially shaping (or not shaping) views on science and scientific topics. We also include research on youth, a group in an important transition phase in life that is the future decision-makers but less commonly focused on in the research field. In sum, we describe how the manifestations of denial can stem from cognitive biases, motivating efforts to find seemingly rational support for desirable conclusions, or attempts to regulate emotions when feeling threatened or powerless. To foster future research agendas and mindful applications of the results, we identify some research gaps (most importantly related to cross-cultural considerations) and examine the unique features or science denial as an object of psychological research. Based on the review, we make recommendations on measurement, science communication, and education.

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Section: Looking Forwardmentioning

confidence: 99%

Science Denial

Jylhä

Stanley

Ojala

et al. 2023

European Psychologist

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“…Because of the fundamental cognitive differences in the contradiction between Eastern and Western cultures, Western researchers have always believed that Hegel's dialectical thinking is more conducive to the improvement of creativity than naïve dialectical thinking [10,42,43]. Hegel's dialectical thinking shows the innovative path of "contradiction emergence-tension of opposition-problem-solving-innovative solutions".…”

Section: Implicationmentioning

confidence: 99%

Thinking Styles and Creativity: The Mediating Role of Psychological Adjustment in College Students

Liu,

Yu,

Feng

et al. 2023

Behavioral Sciences

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The observation and cultivation of university students’ creativity have always been of enormous concern to the Chinese government. The present research delved into the influence of three dimensions of the Chinese thinking style (Interconnection, Change, and Contradiction) on creativity and the mediating role of psychological adjustment in college students. Specifically, Study 1 investigated the relationship between university students’ thinking styles and creativity through self-reported questionnaires. The results revealed that the thinking style of interconnections had a significant positive effect on creativity among university student groups, while the change dimension significantly negatively affected creativity. The relationship between the dimension of contradiction and creativity did not show significance. Study 2 manipulated thinking style by priming techniques, priming university students’ thinking styles of interconnections (Study 2a) and change (Study 2b), and verified the mediating role of psychological adjustment between thinking styles and creativity. Aside from replicating the findings of Study 1, the results showed that university students’ psychological adjustment mediated the positive effect of interconnections on fluency and the negative effect of change on fluency. These results and findings can provide a theoretical and practical reference for our government to cultivate university students’ creativity.

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“…Most previous studies on student debate focused more on the role of debate activity in improving students' language skills [8]- [16]. Very few studies examined the argumentation aspect of debate [17]- [19].…”

Section: Introductionmentioning

confidence: 99%

"We Believe That…": A Pragma-Dialectics Study of Argumentative Indicators Used in Student Debate Programs

Nasihah,

Zubaidi,

Ariani

2023

Advances in Social Science, Education and Humanities Research

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The current study intends to examine the argumentative indicators produced by second language learners in a university-level student debate competition and the functions of the indicators in each stage of argumentation (confrontation, opening, argumentation, and conclusion). The researchers employed a descriptive qualitative case study design. The data were collected from two university student debate teams' speeches (government and opposition teams) produced in Indonesia's Java Overland Varsities English Debate (JOVED) debate competition. The researchers recorded and transcribed the debaters' speeches and analyzed the transcriptions to determine the types of argumentative indicators and their purposes at each argumentation stage. The findings showed that students used twelve argumentative indicators in their confrontation, opening, argumentation, and conclusion stages, indicating rich cognitive processes in debate situations. More specifically, the debaters used propositional behavior indicator, mixed-dispute indicator, and indicator of emphasis expression in their confrontation stage, as well as using indicators of resistance and indicators of proposals in the opening stage. Moreover, the debaters used diverse argumentative indicators in their argumentation stage: comparison, symptomatic argumentation indicators, non-univocal subordinate argumentation indicators, univocal-non-univocal various argumentation indicators, nonunivocal cumulative coordinating argumentation indicators, and indicators of acceptance of propositions with restrictions. The debaters employed two indicators in their conclusion stage: the government side (protagonist/affirmative) maintains or withdraws their standpoint, while the opposition side (antagonist/negative) maintains or withdraws their doubt. The results are expected to contribute to the body of knowledge focusing on effective argumentation strategies.

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Debate: A new approach for improving the dialectical thinking of university students

Cited by 8 publications

References 13 publications

Science Denial

Science Denial

Thinking Styles and Creativity: The Mediating Role of Psychological Adjustment in College Students

"We Believe That…": A Pragma-Dialectics Study of Argumentative Indicators Used in Student Debate Programs

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