Maralee Harrell

Many social media platforms enable (nearly) anyone to post (nearly) anything. One clear downside of this permissiveness is that many people appear bad at determining who to trust online. Hacks, quacks, climate change deniers, vaccine skeptics, and election deniers have all gained massive followings in these free markets of ideas, and many of their followers seem to genuinely trust them. At the same time, there are many cases in which people seem to reliably determine who to trust online. Consider, for example, Do It Yourself (DIY) content about how to play guitar, bake, fix one’s plumbing, or repair one’s car. For these topics, those who have the largest accounts and the most popular content typically possess significant expertise. That is, social media users seem to reliably pick out DIY experts. We thus have a puzzle: why are social media users seemingly competent at identifying DIY experts, but not climate science or vaccine experts? In what follows, we solve this puzzle. We begin by identifying a novel wisdom of the crowds phenomenon: specifically we argue that the crowd (in combination with social media search and recommendation algorithms) reliably picks out DIY experts and serves as a credentialing institution for DIY content. Next, we argue that (a) there are five epistemic factors that determine whether the crowd can succeed at recognizing experts on social media platforms, and (b) while many of those factors are satisfied to a sufficiently high degree by DIY content, they are mostly lacking for content about climate change or vaccines.

Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical-thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an important role in the improvement of critical-thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools.

Research has shown that the construction of visual representations may have a positive effect on cognitive skills, including argumentation. In this paper we present a study on learning argumentation through computer-supported argument diagramming. We specifically focus on whether students, when provided with an argument-diagramming tool, create better diagrams, are more motivated, and learn more when working with other students or on their own. We use learning analytics to evaluate a variety of student activities: pre and post questionnaires to explore motivational changes; the argument diagrams created by students to evaluate richness, complexity and completion; and pre and post knowledge tests to evaluate learning gains.

The dynamic nature of physics cannot be captured through an exclusive focus on the static mathematical formulations of physical theories. Instead, we can more fruitfully think of physics as a set of distinctively social, cognitive, and theoretical/methodological practices. An emphasis on practice has been one of the most notable aspects of the recent “naturalistic turn” in general philosophy of science, in no small part due to the arguments of many feminist philosophers of science. A major project of feminist philosophy of physics has been to shine a critical light on the social and cognitive practices in physics, and how those ultimately influence other aspects of the science. Here we argue that traditional philosophy of physics has focused exclusively on the theoretical/methodological practices of physics, and that feminist philosophy of physics seeks to broaden the focus to include the social and cognitive practices as well.

There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses could provide substantial increases in student learning and performance.

Exploring philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson using a novel and transparent method of analysis. The best way to introduce students to philosophy and philosophical discourse is to have them read and wrestle with original sources. This textbook explores philosophy through detailed argument analyses of texts by philosophers from Plato to Strawson. It presents a novel and transparent method of analysis that will teach students not only how to understand and evaluate philosophers' arguments but also how to construct such arguments themselves. Students will learn to read a text and discover what the philosopher thinks, why the philosopher thinks it, and whether the supporting argument is good. Students learn argument analysis through argument diagrams, with color-coding of the argument's various elements—conclusion, claims, and “indicator phrases.” (An online “mini-course” in argument diagramming and argument diagramming software are both freely available online.) Each chapter ends with exercises and reading questions. After a general introduction to philosophy and logic and an explanation of argument analysis, the book presents selections from primary sources, arranged by topics that correspond to contemporary debates, with detailed analysis and evaluation. These topics include philosophy of religion, epistemology, theory of mind, free will and determinism, and ethics; authors include Aristotle, Aquinas, Descartes, Hume, Kant, Ryle, Fodor, Dennett, Searle, and others. What Is the Argument? not only introduces students to great philosophical thinkers, it also teaches them the essential skill of critical thinking.