Is There a Role for Adversariality in Teaching Critical Thinking?

Although there has been considerable recent debate on the topic of adversariality in argumentation, this debate has rarely found its way into work on critical thinking theory and instruction. This paper focuses on the implications of the adversariality debate for teaching critical thinking. Is there a role for adversarial argumentation in critical thinking instruction? Is there a way to incorporate the benefits of adversarial argumentation while mitigating the problems

Children, credibility, and testimonial injustice

According to Miranda Fricker (2007), a person suffers testimonial injustice when they suffer a wrongful credibility deficit—that is, when their assertions are met with undue skepticism. As yet, there is no discussion of testimonial injustice against the elderly. There is, however, an emerging discussion of testimonial injustice against children. That is my interest here. Some recent authors claim that children are subject to systematic testimonial injustice. I shall argue that this claim is correct, but that it needs to be defended on different grounds than have so far been advanced