Mitigating Myside Bias in Argumentation

Abstract

The ubiquity of written argument in academic contexts has underscored the importance of effective argument evaluation and writing pedagogies. Teachers can improve students’ argumentation proficiency by intentionally addressing myside bias, the propensity to support arguments with which one preemptively agrees while selectively ignoring contradictory claims and evidence. In this article, the authors identify three themes detected in a review of the literature on myside bias and offer instructional implications and strategies to address myside bias in secondary and postsecondary classrooms. Such strategies that promote critical reflection and balanced argument have implications for academic achievement and critical thinking skills beyond the classroom.