Through the glasses of the learner-centered paradigm, these ideas are delineated and examined. Four-dimensional ontology, constructivist epistemology, the issue of agency, individual identity, and the narrative approach to identity and cognitive concerns are some of them. The author makes an effort to differentiate philosophical ideas that currently significantly influence worldview. Second, it's crucial to understand what ideas are current in modern philosophy and whether they align with the learner-centered paradigm. The first is to compare and contrast the two paradigms of education: learner-centered and teacher-centered. Consequently, the article has two primary goals. It can, however, appear that the old paradigm is still having an impact on education.

According to the study, modern educators follow the learner-centered paradigm. The paradigmatic approach to education developed by Thomas Kuhn is one strategy that might be used to explain and examine these transitions. Today's educators observe rapid changes in the social institution of education.

5 Constructs aimed at formally schematizing appropriate dispositions for teachers have also received recent and multiplying attention with various categorizations including 'virtues of character, intellect, and care' 6 and covering various domains including the 'intellectual, cultural, and moral.' 7 Moreover, as Deborah Schussler, Lisa Stooksberry, and Lynne Bercaw point out, 'the recognition that effective teaching extends even deeper than knowledge and skills is steadily creeping in the teacher education policy arena as organizations like INTASC and NCATE incorporate dispositions into program evaluation standards and benchmarks for teacher candidates.'. 2 In general, the value of dispositional approaches to education is well-theorized and represented in a number of specific areas, including moral education, 3 effective teaching, 4 and critical thinking. 1 Dispositions are most generally understood as the personal attributes, patterns of behavior, or tendencies for an individual to act in predictable ways under particular circumstances. It is this dialogic practice of argumentation that brings to the surface, and helps develop, not only basic generative and inferential abilities but also more complex meta-strategic and epistemological skills and reasoning dispositions.Ĭonclusions and outlook: We conclude that argumentation, together with inquiry, are two practices that help make critical thinking skills and dispositions visible, accessible, and assessable in practice, through constructing arguments, counterarguments, and rebuttals in authentic contexts of thinking together with others. In particular, the argument assessment criteria of reasonableness, relevance, sufficiency, and acceptability are discussed, to show how they contribute to both argument generation and assessment, taking into consideration the dialogic context of argumentation. Main concepts: To fulfill the above we use concepts from informal logic theory as well as reasoning development. Aim: The aim of this chapter is to theoretically substantiate the relationship between argumentation and critical thinking and to summarize empirical evidence of how the former supports the assessment and development of the latter.

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