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What have we learned so far? Ten key concepts you should understand at this point in the class…

Critical thinking is a skill ,[object Object],[object Object]

Critical Thinking deals with Validity ,[object Object],[object Object]

Critical Thinking means never being 100% sure. ,[object Object],[object Object]

Continuum of Certainty ,[object Object],[object Object]

Understanding the different parts to an argument ,[object Object],[object Object]

A claim is a statement against the status quo. ,[object Object],[object Object]

We argue three types of claims. ,[object Object],[object Object]

Participants have argumentative burdens. ,[object Object],[object Object]

Issues are questions and crucial to making decisions. ,[object Object],[object Object]

There is a difference between being knowledgeable, intelligent and thinking. ,[object Object]

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Lane Thinking about Thinking: Using the Elements of Thought to Determine the Logic of _____ Assess your writing Assess someone else’s writing Assess or evaluate _________ The elements of thought are... Purpose of the Thinking goal, objective Concepts theories, definitions, axioms, laws, principles, models Assumptions Information data, facts, observations, experiences Points of View frame of reference, perspective, orentation Question at issue problem Interpretation & Inference conclusions, solutions Consequences and Implications THINKING ABOUT THINKING How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life. Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are; · Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong. · Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations. · Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole. · Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray. · Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position. · Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so. · Humility. Realize that you may be wrong and that you may have to reconsider in the future. Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...

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deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an argument? [Video file]. Retrieved from https://youtu.be/Nq8-w2BAJkU?list=PLB8A5292FC68E2D77 · This video teaches students what arguments are and helps them to identify the premises and conclusions of arguments. This helps students to fulfill the writing assignment and discussion post for the week. deLaplante, K. [Kevin deLaplante]. (2013, January 31). What is a good argument? (Part I) [Video file]. Retrieved from https://youtu.be/AlRYrBFoQqA?list=PLB8A5292FC68E2D77 · This video teaches students about argument quality, including the quality of the reasoning and the truth of the premises. This video helps students to fulfill the writing assignment and discussion post for the week. deLaplante, K. [Kevin deLaplante]. (2013, January 31). Identifying premises and conclusions [Video file]. Retrieved from https://youtu.be/07mehbgE5jc?list=PLB8A5292FC68E2D77 · This video teaches students how to identify premises and conclusions of arguments, including noticing indicator words. This will help students to fulfill the writing assignment and discussion post for the week. Chapter 1 1.1 What Is Critical Thinking? What is critical thinking? What is a critical thinker? Why do you need a guide to think critically? These are good questions, but ones that are seldom asked. Sometimes people are afraid to ask questions because they think that doing so will make them seem ignorant to others. But admitting you do not know something is actually the only way to learn new things and better understand what others are trying to tell you. There are differing views about what critical thinking is. For the most part, people take bits and pieces of these views and carry on with their often imprecise—and sometimes conflicting—assumptions of what critical thinking may be. However, one of the ideas we will discuss in this book is the fundamental importance of seeking truth. To this end, let us unpack the term critical thinking to better understand its meaning. First, the word thinking can describe any number of cognitive activities, and there is certainly more than one way to think. We can think analytically, creatively, strategically, and so on (Sousa, 2011). When we think analytically, we take the whole that we are examining—this could be a term, a situation, a scientific phenomenon—and attempt to identify its components. The next step is to examine each component individually and understand how it fits with the other components. For example, we are currently examining the meaning of each of the words in the term critical thinking so we can have a better understanding of what they mean together as a whole. Analytical thinking is the kind of thinking mostly used in academia, science, and law (including crime scene investigation). In ordinary life, however, you engage in analytical thinking more often than you imagine. For example, think of a time when you felt puzzled by someone else’s comment. You might have.

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Persuasive Speaking Chapter 18 Foundations of Persuasion & Persuasion: An Overview Persuasion: An Overview Richard Perloff’s Five Reasons Studying Persuasion is ImportantThe sheer number of persuasive communications has grown exponentially.Persuasive messages travel faster than ever before.Persuasion has become institutionalized.Persuasive communication has become more subtle and devious.Persuasive communication is more complex than ever before. What Is Persuasion?Persuasion: An attempt to get a person to behave in a manner, or embrace a point of view related to values, attitudes, and or beliefs, that he or she would not have done otherwise. Change Attitudes, Values, and BeliefsAttitude: An individual’s general predisposition toward something as being good or bad, right or wrong, or negative or positive.Value: An individual’s perception of the usefulness, importance, or worth of something. We can value a college education or technology or freedom.Beliefs: Propositions or positions that an individual holds as true or false without positive knowledge or proof.Core beliefs: Beliefs that people have actively engaged in and created over the course of their lives (e.g., belief in a higher power, belief in extraterrestrial life forms).Dispositional beliefs: Beliefs that people have not actively engaged in, but rather judgments that they make, based on their knowledge of related subjects, when they encounter a proposition. Change in BehaviorBehaviors come in a wide range of forms, so finding one you think people should start, increase, or decrease shouldn’t be difficult at all.For example, speeches encouraging audiences to vote for a candidate, sign a petition opposing a tuition increase, or drink tap water instead of bottled water are all behavior-oriented persuasive speeches. Why Persuasion Matters Frymier and Nadler’s Three Reasons to Study PersuasionWhen you study and understand persuasion, you will be more successful at persuading others.When people understand persuasion, they will be better consumers of information.When we understand how persuasion functions, we’ll have a better grasp of what happens around us in the world. Why it’s Important Ethically to Understand PersuasionWe believe that persuasive messages that aim to manipulate, coerce, and intimidate people are unethical, as are messages that distort information.As ethical listeners, we have a responsibility to analyze messages that manipulate, coerce, and/or intimidate people or distort information.We also then have the responsibility to combat these messages with the truth, which will rely on our skills and knowledge as effective persuaders. Theories of Persuasion We often find ourselves in situations where we are trying to persuade others to attitudes, values, beliefs, and behaviors with which they may not agree. To help us persuade others, what we need to think about is the range of possible attitudes, values, beliefs, and behaviors that exi.

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Evaluate Your Argument on the Issue In this chapter you will learn how to identify and overcome errors in reasoning. This is a special step that applies only to issues because resolving issues involves finding the most reasonable belief. Two broad kinds of errors are examined—errors affecting the truth of your ideas and errors affecting the quality of your reasoning. A step-by-step approach to evaluate arguments is also included. Because your main objective in addressing an issue is not to find the most effective action but to determine the most reasonable belief, your main task in refining an issue is to evaluate your argument to be sure that it is free of error. Two broad kinds of error must be considered. The first affects the truth of the argument’s premises or assertions. The second affects the argument’s validity—that is, the legitimacy of the reasoning by which the conclusion was reached. A sound argument is both true and valid. Errors Affecting Truth Errors affecting truth are found by testing the accuracy of the premises and the conclusion as individual statements. The first and most common error in this category is simple factual inaccuracy. If we have investigated the issue properly and have taken care to verify our evidence whenever possible, such errors should not be present. We will therefore limit our consideration to the more subtle and common errors: · Either/or thinking · Avoiding the issue · Overgeneralizing · Oversimplifying · Double standard · Shifting the burden of proof · Irrational appeal Either/Or Thinking This error consists of believing that only two choices are possible in situations in which there are actually more than two choices. A common example of either/or thinking occurs in the creationism-versus-evolution debate. Both sides are often guilty of the error. “The biblical story of creation and scientific evolution cannot both be right,” they say. “It must be either one or the other.” They are mistaken. There is a third possibility: that there is a God who created everything but did so through evolution. Whether this position is the best one may, of course, be disputed. But it is an error to ignore its existence. Either/or thinking undoubtedly occurs because, in controversy, the spotlight is usually on the most obvious positions, those most clearly in conflict. Any other position, especially a subtle one, is ignored. Such thinking is best overcome by conscientiously searching out all possible views before choosing one. If you find either/or thinking in your position on an issue, ask yourself, “Why must it be one view or the other? Why not both or neither?” Avoiding the Issue The attorney was just beginning to try the case in court when her associate learned that their key witness had changed his mind about testifying. The associate handed the attorney this note: “Have no case. Abuse the other side.” That is the form avoiding the issue often takes: deliberately attacking the person with the opposing view i ...

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Answer the following question in complete sentences. Minimum 1 page and use examples from the chapter. Do you believe critical thinking requires skepticism, why or why not? For our purposes, critical thinking means being able to build and understand a reasoned argument, to apply skepticism to what we hear, and especially to recognize an incorrect or fraudulent assertion. From a professional perspective, please explain why this does or does not make sense? Solution The primary goal of teaching students to think critically, and he objected that “Teaching students to be critical thinkers is very important but teaching them to have a skeptical disposition is more important.” I would argue, however, that a.skepticism is good and rational only to the extent that it arises out of critical thinking and conforms to the principles and standards of critical thinking, and that b. Teaching students to be critical thinkers is the best way to promote rational skepticism. I noticed that a book quoted by Loftus in the above post was co-authored by the leading skeptic Michael Shermer. It would be worthwhile to consider what Shermer has to say about skepticism, and then to think about how his ideas about skepticism relate to critical thinking. First of all, Shermer’s brief statement about skepticism on his website emphasizes critical thinking. In the very first paragraph critical thinking is mentioned in the first sentence and in the last sentence: THE SKEPTICS SOCIETYis a nonprofit 501(c)(3) scientific and educational organization whose mission is to engage leading experts in investigating the paranormal, fringe science, pseudoscience, and extraordinary claims of all kinds, promote critical thinking, and serve as an educational tool for those seeking a sound scientific viewpoint. Our contributors—leading scientists, scholars, investigative journalists, historians, professors and teachers—are top experts in their fields. It is our hope that our efforts go a long way in promoting critical thinking and lifelong inquisitiveness in all individuals. [emphasis added] Clearly Shermer sees a close connection between skepticism and critical thinking. At the end of Shermer’s brief statement about skepticism, he makes the following comment: The key to skepticism is to continuously and vigorously apply the methods of science to navigate the treacherous straits between “know nothing” skepticism and “anything goes” credulity. Shermer does not endorse skepticism in general. What he endorses is a particular form or kind of skepticism that he calls rational skepticism. This kind of skepticism, like an aristotelian virtue, is the mean between the extremes of pure skepticism and credulity. The above comment corresponds to similar ideas in Shermer’s longer essay A Skeptical Manifesto. Shermer quotes Carl Sagan and then makes a concluding comment: Carl Sagan summed up this essential tension (in Basil, 1988, p. 366): It seems to me what is called for is an exquisite balance between .

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Description of Critical Thinking? Critical Thinking & Achievement Main Purpose of College Experience Critical Thinking Concepts What is Thinking? Biology of Thinking Stages of Development of the Thinking Process What does “not thinking critically” look like? What does Critical Thinking Look Like? Why is critical thinking important? What are the Major Concepts in Critical Thinking? A Critical Thinking Problem Solving Model Problem Solving Content /Component Focus on solutions & not on problems Reality Testing of Possible Solutions to Problem Strategies for teaching skills related to Critical Thinking skills related to critical thinking

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