Dr. Jakub Pruś
Critical Thinking, Argumentation Theory, and Debating
Research in the field of the art of argumentation aims to examine and adapt the achievements of Polish pragmatic logic to enhance logical culture in contemporary public debate and education. The primary objective supporting this aim is the development of a new debate model which, unlike currently popular competitive formats (such as the Oxford debate), focuses on the growth of knowledge among both participants and audience members, rather than the rhetorical victory of one side over the other. This model emphasises a logically structured discussion that facilitates the formulation and evaluation of individual arguments for or against the debated thesis. Such an approach avoids the conflation of distinct lines of reasoning and enables a thorough, methodical assessment of each argument. Simultaneously, it diminishes the influence of persuasive skills and manipulation on the debate’s outcome. As a result of this research, a workshop curriculum for students and a training program for teachers will be developed. These materials will introduce the principles of the Cracovian debate, including foundational knowledge in the art of argumentation.
Publications:
Pruś, J., Sikora, P. “A Cracovian Debate Cooperative Debate Format Based on the Dialectical Principle of Charity.” Topoi (2025). https://doi.org/10.1007/s11245-025-10244-x
Prof. Piotr Duchliński
Subject- Determinants of Critical Thinking
Critical thinking is a specific competence whose development is significantly impeded by cognitive distortions. The term “cognitive distortions” originates in cognitive psychology and is particularly examined by theorists and practitioners of cognitive psychotherapy. Every individual, to a greater or lesser extent, employs such cognitive distortions. The planned research focuses on the presence of cognitive distortions within critical thinking processes as expressed in acts of interpersonal communication. The first stage involves identifying particular cognitive distortions and examining their role in inhibiting critical thinking. The second stage aims to investigate how these distortions contribute to difficulties in the transmission of information. The third stage entails developing a training and workshop program with an applied focus on cognitive distortions. The broader objective is to foster the development of critical thinking competencies and skills in order to reduce the influence of cognitive distortions. The training sessions and workshops aim to equip participants with foundational techniques for recognising and modifying (i.e., restructuring) cognitive distortions.
Prof. Jarosław Kucharski
Critical Thinking in Ethics
The research will address the role of critical thinking in ethical reflection. Ethical argumentation aims to provide justification for ethical claims or to critique the insufficiency of such justifications. The study seeks to evaluate the validity of ethical arguments, emphasising that some arguments encountered in ethical discussions function more as eristic tactics rather than genuine arguments in the strict sense. The research will propose recognising selected critical thinking methods as reliable approaches to ethical argumentation.
The second line of inquiry regarding critical thinking in ethical reflection concerns the role of emotions in human moral life. The emotional component associated with beliefs implies that the individual holding these beliefs is emotionally attached to them and is not always able to detach from or critically evaluate them. Tools of critical thinking may prove valuable in deepening the understanding of the determinants and justifications underlying specific moral beliefs.
Dr. Ewa Odoj
Epistemological Foundations of Critical Thinking
Scientific studies on critical thinking are primarily grounded in the fields of practical logic and cognitive psychology. However, these analyses often lack a more fundamental reflection on cognition itself – one that is provided by epistemology, the philosophical theory of knowledge and cognition. The planned research aims to examine critical thinking from this epistemological perspective.
Epistemology: Epistemic Authority and Critical Thinking
The planned research aims to collect, elaborate on, and apply insights from epistemological debates concerning epistemic authority to the context of relationships between young individuals and their parents, teachers, or mentors. Particular attention will be given to identifying the epistemic conditions that must be satisfied for an individual to function as a credible authority for a young person in matters related to values, morality, and worldview.
The Problem-Based Method for Philosophical and Ethical Reflection
The final stage of the research will focus on the scholarly development of a method for conducting philosophical and ethical reflection within an educational and pedagogical context. This method is designed to foster students’ competencies in critical thinking and logical culture, while also addressing a major challenge of contemporary society – namely, the increasing cultural, axiological, and worldview pluralism.
The research is co-financed from the state budget funds granted by the Minister of Education and Science under the “Science for Society II” program, project no. NdS-II/SN/0415/2024/01, titled “Critical Thinking, Logical Culture, and Education in Philosophy and Ethics as Contemporary Challenges.”
Amount of funding: 749,424.55 PLN; total project value: 749,424.55 PLN.