argument mapping
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P A U S W E 2 0 1 3L E A H H A M I L T O N , M S W , P H D
A S S I S T A N T P R O F E S S O R A N D F I E L D E D U C A T I O N D I R E C T O RJ U N I A T A C O L L E G E
ARGUMENT MAPPING AS TOOL TO STIMULATE CRITICAL THINKING
WHAT IS ARGUMENT MAPPING?
• Definition: “Argument mapping is a way to visually show the logical structure of arguments. You break up an argument into its constituent claims, and use lines, boxes… and location to indicate the relationships between the various parts. The resulting map allows us to see exactly how each part of an argument is related to every other part.”
Source: Ostwald, J. (2013). Argument mapping-The basics. Retrieved from http://www.jostwald.com/ArgumentMapping/ARGUMENT%20MAPPING.pdf.
WHY USE ARGUMENT MAPPING?
• Human have evolved to be “pattern seeking, story-telling animals”.• If a statement
makes intuitive sense, it will be believed.
WHY USE ARGUMENT MAPPING?
• Most people do not naturally exhibit critical thinking.• Most people are
unable to provide reasons for their opinions.• Critical thinking is
a learned skill.
WHY USE ARGUMENT MAPPING?
• There is no “magic bullet.” • Critical thinking is
not learned by osmosis.• Argument mapping
is associated with improved critical thinking.
WHAT DOES AN ARGUMENT MAP LOOK LIKE?
Source: Van Gelder, T. (2009). Argument mapping. Retrieved from http://timvangelder.com/2009/02/17/what-is-argument-mapping/.
THE ASSIGNMENT: 4 RANDOMLY ASSIGNED GROUPS
• Group 1: Choose a speaker for your group. As a group, you will prepare your speaker to defend the following statement. “Deficient values in poor families are responsible for the poverty experienced by this population.” As a group, prepare talking points for your speaker to use in a larger classroom debate.
• Group 2: Choose a speaker for your group. As a group, you will prepare your speaker to defend the following statement. “Deficient values in poor families are responsible for the poverty experienced by this population.” As a group, you will create an argument map (see instructions attached) to prepare your speaker for a larger classroom debate.
• Group 3: Choose a speaker for your group. As a group, you will prepare your speaker to defend the following statement. “Internal colonization/economic marginalization are responsible for the poverty experienced by poor families.” As a group, prepare talking points for your speaker to use in a larger classroom debate.
• Group 4: Choose a speaker for your group. As a group, you will prepare your speaker to defend the following statement. “Internal colonization/economic marginalization are responsible for the poverty experienced by poor families.” As a group, you will create an argument map (see instructions attached) to prepare your speaker for a larger classroom debate.
Argument Mapping
Definition: “Argument mapping is a way to visually show the logical structure of arguments. You break
up an argument into its constituent claims, and use lines, boxes… and location to indicate the
relationships between the various parts. The resulting map allows us to see exactly how each part of an
argument is related to every other part.”1
Instructions: You will create an argument using the statement given (i.e., regarding the causes of
poverty among low-income families) as your contention. Brainstorm the reasons and assumptions for
this contention. If you have time, also consider any possible objections.
Example2:
1 Ostwald, J. (2013). Argument mapping-The basics. Retrieved from http://www.jostwald.com/ArgumentMapping/ARGUMENT%20MAPPING.pdf. 2 Van Gelder, T. (2009). Argument mapping. Retrieved from http://timvangelder.com/2009/02/17/what-is-argument-mapping/.
PRETEST
• ID# (Choose a random 3 digit number. Save this number in your notes for future reference.): • Group # (circle one): 1 2 3 4• Please indicate (circle one) the degree to which
you personally agree with the statement that your group has been assigned to defend:
1------------------2-----------------3---------------4---------------5Strongly Agree Neutral Disagree Strongly agree disagree
POSTTEST
• ID# (Include the same 3 digit number from your pretest): • Group # (circle one): 1 2 3 4• Please indicate (circle one) the degree to which you personally
agree with the statement that your group has been assigned to defend:
1--------------------------2-------------------3------------------------4----------------------------5Strongly Agree Neutral Disagree Stronglyagree disagree • How did this activity influence your original opinion on the issue
(circle one)?1. My opinion did not change at all.2. My opinion did not change, but this activity did cause me to question some of
my previous assumptions.3. This activity has caused me to question my previous assumptions and now I am
not sure how I feel about the issue.4. During this activity, my opinion on the issue changed.
TALKING POINTS VS. ARGUMENT MAPPING
Opinion Change Average (Q1) Nature of Influence Average (Q2)
0
0.5
1
1.5
2
2.5
3
0.2857
2
0.7857
2.714
Talking Points Argument Mapping
VALUES VS. MARGINALIZATION
Opinion Change Average (Q1) Nature of Influence Average (Q2)
0
0.5
1
1.5
2
2.5
3
3.5
0.4375
1.75
0.6667
3.1667
Values Marginalization
REFERENCES & DISCUSSION
• Van Gelder, T. (2005). Teaching Critical Thinking: Some Lessons From Cognitive Science. College Teaching, 53(1), 41–48. doi:10.3200/CTCH.53.1.41-48
• Van Gelder, T., Bissett, M., & Cumming, G. (2004). Cultivating expertise in informal reasoning. Canadian journal of experimental psychology, 58(2), 142–52. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/15285604
• Are there better ways to measure this activity?• Would this activity be applicable in your
classes?• Are there other ways for students to practice
the art of critical thinking?
