In this blog, I draw conclusions from two previous blogs, found at and , both focused on teaching and learning dialectical thinking.
I show that teaching dialectical thinking needs to address, and draw practical conclusions from, the distinction between ‘thinking’ and ‘cognition’, seen as counter-movements between the four moments of dialectic, CPRT, in the sense of Bhaskar’s MELD.
I trace DTF dialectical thinking back to Plato’s Socrates, respectfully acknowledging Hannah Ahrendt’s tremendous insight into ‘the thinking ego’ as remaining ‘absent’, which she owes to her deep knowledge of Greek philosophy transferred to reading I. Kant’s work.
I tend to think that Roy Bhaskar would have been pleased to have his MELD epistemologically elucidated as happens in this blog.
