Teaching critical thinking virtues and vices: the case for Twelve Angry Men

Hanscomb, S. (2019) Teaching critical thinking virtues and vices: the case for Twelve Angry Men. Teaching Philosophy, 42(3), pp. 173-195. (doi: 10.5840/teachphil2019726105)

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Abstract

In the film and play Twelve Angry Men, Juror 8 confronts the prejudices and poor reasoning of his fellow jurors, exhibiting an unwavering capacity not just to formulate and challenge arguments, but to be open-minded, stay calm, tolerate uncertainty, and negotiate in the face of considerable group pressures. In a perceptive and detailed portrayal of a group deliberation a ‘wheel of virtue’ is presented by the characters of Twelve Angry Men that allows for critical thinking virtues and vices to be analysed in context. This article makes the case for (1) the film being an exceptional teaching resource, and (2), drawing primarily on the ideas of Martha Nussbaum concerning contextualised detail, emotional engagement, and aesthetic distance, its educational value being intimately related to its being a work of fiction.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Hanscomb, Dr Stuart
Authors: Hanscomb, S.
Subjects:B Philosophy. Psychology. Religion > B Philosophy (General)
B Philosophy. Psychology. Religion > BC Logic
B Philosophy. Psychology. Religion > BH Aesthetics
College/School:College of Social Sciences > School of Interdisciplinary Studies
Journal Name:Teaching Philosophy
Publisher:Philosophy Documentation Center
ISSN:0145-5788
ISSN (Online):2153-6619
Published Online:08 August 2019
Copyright Holders:Copyright © 2019 Teaching Philosophy
First Published:First published in Teaching Philosophy 2019
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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