Expert answer:Critical Reasoning – Discussion – Week 4

Answer & Explanation:Master the Content Read for reference: Use the Mini Guide to Critical Thinking as a reference (Paul & Elder, 2012)Concepts_Tools.pdf Select a problem, ethical dilemma, or situation you recently faced or one in the past that required you to problem solve after much reflection.Describe the situation and then explain why it was a difficult or challenging problem.How did you resolve your ethical dilemma, problem, or situation? Which tools of the mind from Paul & Elder, or from the articles you read or decision-making problems you used, would change given what you now know about critical thinking?Write a short response of 200- 300 words and include bullet points describing the tools you used to resolve your issue or problem.Remember that critical thinking is not just your opinion–rather, it is a claim that provides evidence that helps you prove an argument.  Refer to the various fallacies featured in the Module 4 lecture pages for terms and concepts to use in replies to fellow students. You may cite additional references to support your position.Module 4_ Interactive Lecture.pdf Back up your claims and positions in the paper with at least two scholarly sources. You may use course readings or other scholarly readings.
concepts_tools.pdf

module_4__interactive_lecture.pdf

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The Miniature Guide
to
Critical Thinking
C oncepts
and
T ools
By Dr. Richard Paul
and
Dr. Linda Elder
The Foundation for Critical Thinking
www.criticalthinking.org
707-878-9100
cct@criticalthinking.org
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Why A Critical Thinking Mini-Guide?
This miniature guide focuses on of the essence of critical thinking concepts and
tools distilled into pocket size. For faculty it provides a shared concept of critical
thinking. For students it is a critical thinking supplement to any textbook for any
course. Faculty can use it to design instruction, assignments, and tests in any subject.
Students can use it to improve their learning in any content area.
Its generic skills apply to all subjects. For example, critical thinkers are clear as to the
purpose at hand and the question at issue. They question information, conclusions,
and points of view. They strive to be clear, accurate, precise, and relevant. They seek
to think beneath the surface, to be logical, and fair. They apply these skills to their
reading and writing as well as to their speaking and listening. They apply them in
history, science, math, philosophy, and the arts; in
professional and personal life.
When this guide is used as a supplement to the textbook in multiple courses,
students begin to perceive the usefulness of critical thinking in every domain of
learning. And if their instructors provide examples of the application of the subject
to daily life, students begin to see that education is a tool for improving the quality
of their lives.
If you are a student using this mini-guide, get in the habit of carrying it with
you to every class. Consult it frequently in analyzing and synthesizing what you are
learning. Aim for deep internalization of the principles you find in it—until using
them becomes second nature.
If successful, this guide will serve faculty, students, and the educational program
simultaneously.
Richard Paul
Center for Critical Thinking
Linda Elder
Foundation for Critical Thinking
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The Miniature Guide to Critical Thinking Concepts and Tools

Contents
Why Critical Thinking? � ��������������������������������������������������������������������������������� 4
The Elements of Thought � ��������������������������������������������������������������������������� 5
A Checklist for Reasoning ���������������������������������������������������������������������������� 6
Questions Using the Elements of Thought ������������������������������������������� 8
The Problem of Egocentric Thinking ������������������������������������������������������� 9
Universal Intellectual Standards ��������������������������������������������������������������10
Template for Analyzing the Logic of Articles and Textbooks ��������13
Criteria for Evaluating Reasoning ������������������������������������������������������������14
Essential Intellectual Traits � �����������������������������������������������������������������������15
Three Kinds of Questions � �������������������������������������������������������������������������18
A Template for Problem-Solving ��������������������������������������������������������������19
Analyzing and Assessing Research � �������������������������������������������������������20
What Critical Thinkers Routinely Do � �����������������������������������������������������21
Stages of Critical Thinking Development � �������������������������������������������22
Fourth Edition     © 2006 Foundation for Critical Thinking
www.criticalthinking.org
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The Miniature Guide to Critical Thinking Concepts and Tools
Why Critical Thinking?
The Problem:
Everyone thinks; it is our nature to do so. But much of our thinking, left to
itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet
the quality of our life and that of what we produce, make, or build depends
precisely on the quality of our thought. Shoddy thinking is costly, both in
money and in quality of life. Excellence in thought, however, must be systematically cultivated.
A Definition:
Critical thinking is the art of analyzing and evaluating thinking with a view to
­improving it.
The Result:
A well cultivated critical thinker:
• raises vital questions and problems, formulating them clearly and precisely;
• gathers and assesses relevant information, using abstract ideas to interpret it
effectively;
• comes to well-reasoned conclusions and solutions, testing them against
relevant criteria and standards;
• thinks openmindedly within alternative systems of thought, recognizing
and assessing, as need be, their assumptions, implications, and practical
consequences; and
• communicates effectively with others in figuring out solutions to complex
problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored,
and self-­corrective thinking. It requires rigorous standards of excellence
and mindful command of their use. It entails effective communication and
problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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The Miniature Guide to Critical Thinking Concepts and Tools
The Elements of Thought
Point of View
frame of reference,
perspective,
orientation
Purpose
goal,
objective
Question at issue
Implications and
Consequences
problem, issue
Assumptions
Information
presupposition,
taking for granted
Concepts
data, facts,
observations,
experiences
theories,
Interpretation
definitions, axioms,
and inference
laws, principles,
conclusions,
models
solutions
Used With Sensitivity to Universal Intellectual Standards
Clarity  Accuracy  Depth  Breadth  Significance
Precision
Relevance
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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12
The Miniature Guide to Critical Thinking Concepts and Tools
Clarity
  Could you elaborate further?
Could you give me an example?
Could you illustrate what you mean?
Accuracy
  How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
  Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
  How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
  What factors make this a difficult problem?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
  Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Significance
Fairness
  Does all this make sense together?
Does your first paragraph fit in with your last?
Does what you say follow from the evidence?
  Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts are most important?
  Do I have any vested interest in this issue?
Am I sympathetically representing the viewpoints
of others?
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
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15
The Miniature Guide to Critical Thinking Concepts and Tools
Intellectual
Integrity
Intellectual
Autonomy
Intellectual
Empathy
Intellectual
Humility
Intellectual
Traits or Virtues
Confidence
in Reason
Intellectual
Perseverance
Intellectual
Courage
Fairmindedness
© 2006 Foundation for Critical Thinking
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21
The Miniature Guide to Critical Thinking Concepts and Tools
Critical thinkers routinely apply the intellectual standards to the
elements of reasoning in order to develop intellectual traits.
T h e S ta n da r d s
Clarity
Accuracy
Relevance
Logicalness
Breadth
Precision
Significance
Completeness
Fairness
Depth
Must be
applied to
T h e E l e m e n ts
As we learn
to develop
Purposes
Questions
Points of view
Information
Inferences
Concepts
Implications
Assumptions
I n t e l l e c t ua l T r a its
Intellectual Humility
Intellectual Perseverance
Intellectual Autonomy Confidence in Reason
Intellectual Integrity
Intellectual Empathy
Intellectual Courage
Fairmindedness
© 2006 Foundation for Critical Thinking
www.criticalthinking.org
Critical Reasoning
Module 4: Mastery of the Process of Thinking
Module Introduction
Readings
Required
Chapters 4 & 7 in Critical Thinking
Buckle Henning, P., & Chen, W. (2012). Systems thinking: Common ground or untapped
territory? (https://search­ebscohost­com.csuglobal.idm.oclc.org/login.aspx?
direct=true&db=bth&AN=83405324&site=ehost­live) Systems Research & Behavioral
Science, 29(5), 470­483. doi:10.1002/sres.2155
Viator, M. (2012). Developing historical thinking through questions. (https://search­
ebscohost­com.csuglobal.idm.oclc.org/login.aspx?
direct=true&db=pbh&AN=77508957&site=ehost­live) Social Studies, 103(5), 198­200.
doi:10.1080/00377996.2011.606438
For Your Success
Welcome to Week 4. This week we examine how to analyze intellectual critical thinking and to
recognize and avoid fallacies in our reasoning. In this module we study the relationship of ideas,
theories, assumptions, claims, and facts to how we critically think.
The art of critical thinking pertains to the process of reasoning where you come to a conclusion and
justify it with reasons.
The art of critical thinking also includes asking questions. How can you apply what you are learning
about the different components of critical thinking to your success as a college student? Is it enough
to understand subjects through critical thinking or can you become a creative critical thinker?
How School Kills Creativity
(Source: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en)
Description: Sir Ken Robinson (2006) makes an entertaining and profoundly moving case for
creating an education system that nurtures (rather than undermines) creativity.
An evaluation of the parts of critical thinking are discussed to highlight how your purpose will
influence the questions you ask. To guide you in your professional and personal life an evaluation of
the process of how you interpret, conceptualize, and understand is presented, as is a discussion of
the possible implications that follow from your reasoning. Note: Keep in mind the creative element
of critical thinking.
Reflection Questions: How you determine if your reasoning is valid:
What is your purpose, goal, or objective?
Have you identified the essential questions about the problem or issue?
How have you collected your information: data, facts, observations, research, or experiences?
How have you interpreted or evaluated the information to infer conclusions or solutions to your
problem?
Are you basing your thinking on theory, hypothesis, claims, assumptions, laws, principles, models
or definitions?
What facts, axioms or assumptions have you taken for granted?
What are the implications and consequences of your thinking when you put it into action?
What world view or perspective are you filtering your thought process through: religion, politics, or
a specific social issue you feel strongly about?
Filmed July 2011 at TEDGlobal 2011 Allan Jones: A map of the brain
A Map of the Brain
(Source: http://www.ted.com/talks/allan_jones_a_map_of_the_brain )
Description: In this Ted Talk, Allan Jones asks, how can we begin to understand the way the
brain works? The same way we begin to understand a city: by making a map. In this visually
stunning talk, Allan Jones shows how his team is mapping which genes are turned on in each
tiny region, and how it all connects up.
This week you have a Portfolio Milestone Assignment. Review it early in the week to understand
what is required of you and to allot your time appropriately. The activity requires time and analysis,
so don’t wait until the end of the week to begin.
Submit your Portfolio Topic, which is worth 20 points to your final Portfolio Project score. Be sure
to review the complete Portfolio Project assignment description and the Portfolio Grading Rubric
found in the Module 8 folder.
Optional: Keep a Critical Thinking Journal – Take time to reflect on your readings, class
discussions, theories, models, definitions of critical thinking and jot down your thoughts, feelings,
ideas, and questions. This journal is for your use and you are encouraged to keep writing in it after
the course ends. It will document how you think today and your growth to become an advanced
critical thinker.
HUM101 Module 4
(Source: http://www.youtube.com/watch?v=PyDgqfGF0kI)
Learning Outcomes
1. Analyze elements of strategic thinking, logic and reasoning, and deductive and inductive arguments.
2. Apply methods to separate out bias from content: concepts, logic, and reasoning.
1. Recognize How the Brain Functions
Neuroscientist Daniel Wolpert starts from a surprising premise: the brain evolved, not to think or
feel, but to control movement. Watch this entertaining, data­rich talk he gives us with a glimpse into
how the brain creates the grace and agility of human motion.
Filmed July 2011 at TEDGlobal 2011 Daniel Wolpert: The real reason for brains
(Source: http://www.ted.com/talks/daniel_wolpert_the_real_reason_for_brains?language=en )
The Development of Thinking
Advancement of intuition, insights, reasoning, and critical thinking.
Intellectual skill development takes practice, as in learning how to play a musical instrument.
Choice of self­centered or fair­minded thinking.
How the brain produces creativity
Watch the Ted Talk video by Charles Limb to discover what he and his team found to have deep
implications about our understanding of creativity.
Filmed November 2010 at TEDxMidAtlantic Charles Limb: Your brain on improv
(Source: http://www.ted.com/talks/charles_limb_your_brain_on_improv?language=en)
Description: Musician and researcher Charles Limb wondered how the brain works during
musical improvisation — so he put jazz musicians and rappers in an MRI to find out. What he
and his team found has deep implications for our understanding of creativity of all kinds.
Reflect on the possibilities of the brain to think artistically, musically, literature, and not just as a
tool for decision making, problem solving, or critical thinking.
Watch this video with Simon Sinek and discover how great leaders inspire action.
Simon Sinek, TEDx Puget Sound Speaker, 2009. Start with why ­ how great leaders
inspire action.
(Source: https://www.youtube.com/watch?v=u4ZoJKF_VuA&index=1&list=PL150F0D1C78036B46)
Description: Simon Sinek discusses how great leaders inspire action – start with why in this
TEDx video.
2. Evaluating Fallacies in Reasoning
We now progress in our study of critical thinking to examine fallacies in reason, which influence
beliefs, behavior, and attitudes in a misleading manner. We study fallacies in order to learn how
critical thinking­based arguments may “go wrong”­­ that is, how the basis for a claim fails to defend
a claim. Appeals to emotion are ubiquitous in arguments and are often hard to disconnect from the
argument itself (and from the arguer, for that matter). However, the purpose of identifying fallacies
is not to destroy someone’s argument, but to help all parties sort out strong critical thinking from
weak critical thinking and thus improve our understanding of an issue.
Essentially, fallacies are mistakes of reasoning rather than mistakes based on evidence. We know
that good, sound arguments provide justification for accepting a claim. Fallacies are likely to have
some connection to a legitimate claim that they are trying to support; however, they do not support
the claim.
Categories of Fallacies
Overall, the study of fallacies is an application of the principles of critical thinking. Being familiar
with typical fallacies helps us to avoid making them in our own critical thinking and reasoning as
well as helping us to explain other people’s reasoning.
The Long Reach of Reason (TED 2012)
(Source: http://www.ted.com/talks/steven_pinker_and_rebecca_newberger_goldstein_the_long_reach_of_reason?language=en)
Description:An animated Socratic dialog by Steven Pinker and Rebecca Newberger Goldstein.
In a time when irrationality seems to rule both politics and culture, has reasoned thinking finally
lost its power? Watch as psychologist Steven Pinker is gradually, brilliantly persuaded by
philosopher Rebecca Newberger Goldstein that reason is actually the key driver of human moral
progress, even if its effect sometimes takes generations to unfold. The dialog was recorded live at
TED, and animated, in incredible, often hilarious, detail by Cognitive.
Four broad categories of fallacies
Click on the category of fallacy to learn more about each one.
Fallacies of Inconsistency
Fallacies of Inappropriate Presumption
Fallacies of Relevance
Fallacies of Insufficiency
(Source: http://i303.photobucket.com/albums/nn
152/t0mbston3/seakari.jpg )
Something inconsistent or self­defeating has been proposed or accepted.
Example: Believing that pigs can fly
There is a distinction between arguments that aim to motivate us to action and those that aim to
convince us to believe something. Appeals to emotion are rarely appropriate when others try to
influence our beliefs, but are often reasonable when they motivate us to act­­for example, think
about a natural disaster and motivational appeals for volunteers. Irrelevant information is typically
about a natural disaster and motivational appeals for volunteers. Irrelevant information is typically
introduced as the “truth” of the claim in order to engender an emotional response that leads one to
assume mistakenly that the argument is valid.
To identify “pseudo” reasoning:
1. Identify the motivation to which the argument is appealing.
2. Ask whether the reasoning pertains to the question at hand.
Within the broader categories there are many (far too many to list here) specific fallacies. The
following is a list of common types of fallacies using emotional tactics:
Guilt Fallacy
Pity Fallacy
Scare Tactics Fallacy
Envy Fallacy
Rationalization Fallacy
Vanity or Apple­Polishing Fallacy
Two Wrongs Make a Right Fallacy
Desire for Social Approval …
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