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Gary Comstock (professor of philosophy at Norh Carolina State University):

 " Before Rationale, I was only able to lecture at my students about the skill of evaluating arguments. 

After Rationale, I have the technology I need to help them actually acquire the skill." 


Kees van EE, Stafbureau O&O, Hanzehogeschool:

' Finally: a method that provides lecturers with real tools to help students getting their thinking and writing to a higher level.

And even more: the excellent Rationale program helps you making a good structure for your reasoning, arguments, analyses and evaluation.'


 More testimonials







- “Slow thinking in the age of twitter, in which velocity is more important than the truth, seeking the essence of things. It offers students a concrete method to enable them to build up a transparent structure in a report and/or advice. Moreover, it teaches them to reason instead of to react”.
(Niels van Maaren, teacher of Communication at Fontys Hogeschool)

- “The method (CTwR) makes you aware of the fact that sometimes you are too much involved in surface things with your students and focus too little on the underlying errors in thinking and reasoning. It`s like the tip of an iceberg, which is only 10% of what you can see. This means that you see that these kinds of mistakes are made, but you have no means to address them in a fundamental way in terms of idiom and method. As a consequence, you make too little progress with your students as far as learning how to think is concerned.
This method makes it possible not only to detect mistakes, or have them detected, but above all to support students in learning how to think and give this process structure.
A very strong point of the method is its presentation in visual form. It really gives you the necessary support in analysis and building up arguments.”
(Majel Ruyters, teacher of Communication at Fontys Hogeschool)

- “These days students get many writing assignments, for instance an argument or literature study. By having him make an argument map, as a summary, it`s much easier to assess whether the student has built up the argument properly and what the quality is of the use of sources. Argument maps are good tools to give depth to an assignment”.
(Lia van Stralen, teacher of Healthcare at Hogeschool Utrecht)

- One of Mariël Kanne`s (teacher of a master`s course of Advanced Nursing Practice at Hogeschool Utrecht) students writes to her:

“Here`s another nice story: after the first lesson I downloaded the programme and started trying it out enthusiastically. Then my daughter comes home one evening and tells me that you can win a few scholarships at her school (a teacher training college at Nijmegen) for a work-experience period abroad by writing an essay in English, but it has to be handed in this week. Very frustrating, but I`m much too late, I`m not even going to try, she says.
I discuss the matter with her: if everybody thinks like that, you`ll stand a better chance, I`ve got a nice programme here, let`s make an argument map. On Wednesday we made an argument map together, on Thursday she wrote an essay with the help of the programme, had it translated into English by someone she knew, and then handed it in …. And, yes, she got a scholarship. Five-thousand euros, and on 2 January she was off to Atlanta in the US of A for her work-experience period.”


- “Critical thinking, an essential competency in higher education. Finally a top-notch course: challenging, tough, and delightfully hard!”
(Peter Bardoel, Hogeschool Utrecht)

- “I think that this method fosters the development of a learning line of research skills, because this requires a critical attitude on the part of the student.”
(a teacher at Fontys Hogeschool)

- “I`m convinced that now more than ever before it`s essential for the current generation of students to have better ways of learning how to think compared to the moment when they started their course. In this context better means more structured, more logical and more critical.”
(Leo van de Pas, teacher of Communication at Fontys Hogeschool)