ABSTRACT
In attempting to define intelligence in real-world contexts, psychologists have focused primarily on the kinds of thinking that people do in workrelated environments. In this chapter, however, Deanna Kuhn describes another form of thinking that should be central to efforts to describe realworld intelligence: thinking as argument. It is in argument, the author maintains, that we find the most significant way in which higher order thinking and reasoning figure in the lives of most people. Kuhn describes her research, which examines the extent to which a process of reasoned argument underlies the beliefs people hold and the opinions they espouse about important social issues. Her results indicate that argumentive reasoning ability does not differ systematically as a function of sex or age (from adolescence through the late sixties), but is strongly related to education level. Kuhn believes that social contexts, such as the classroom, are the most promising arena for practicing and developing argumentive thinking skills.
