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Critical Thinking (Stanford Encyclopedia of Philosophy)
Does it make you feel good or bad that current education is finally doing something about teaching thinking? Why does it take so long for schools to change? Or are we on a roundabout? Don't all teachers want to teach critical thinking application paper 2009 understanding or is that the underlining factor in the equation the type of teachers teaching?
Actually, Kristy, I have noticed in recent years a coordinated opposition to the teaching of critical thinking. Which is a concern to me. To me the case is pretty simple: critical thinking can be described and defended, and as I outline in this paper, can be adapted and taught as a part of critical thinking application paper 2009 academic discipline.
A great post Stephen - or, well a great article. Thank you for sharing. It's very topical and relevant even after 15 years - like good paper are. In "classroom" this happens if the learners are guided to inquiry: ask questions, inventing possible solutions hypothesissearch evidence, argue do research.
Post a Comment Your comments will be moderated. Sorry, but it's not a nice world out there. Share Get link Facebook Twitter Pinterest Email Other Apps. June 05, Authored 2 March, Also available as an MS-Word version or a PDF version. Introduction Critical thinking is the use of reason in reading and writing.
It enables the reader to evaluate the material being read, to recognize argument patterns and to detect inappropriate reasoning. And it allows the writer to present his or her points in a logical and reasonable manner, critical thinking application paper 2009.
As such, critical thinking is not reserved for the domain of logic and philosophy classes alone. It is a skill which has application throughout all disciplines. Indeed, expertise in any discipline is impossible without knowledge and application of critical thinking. The purpose of this essay is to introduce the instructor to critical thinking and to suggest means of applying it in the classroom.
As such, it is not a teaching document; it does not pause and repeat nor stimulate learning with examples and exercises. Rather, its purpose is to provide an overview of the field and to suggest a common terminology. A list of references is provided for those desiring more detailed study. This essay will not attempt to persuade the reader of the merits of teaching critical thinking in the classroom.
That is assumed. Rather, it focuses on what critical reasoning is and how to apply it. This essay proceeds in three major sections. First, the three major types of reasoning are described. Second, critical thinking application paper 2009, errors of reasoning critical thinking application paper 2009 these three major types of reasoning are described. Finally, third, methods of application to the classroom are suggested. Some notes are necessary about the approach taken.
First, the methods of creating and criticizing arguments are presented as 'tools' for a student or anyone to use to achieve a desired outcome. Second, and related to this, it is taken that the use of a tool is flagged with 'indicator words'. That is, there are certain characteristic ways of telling the reader that you are trying to achieve a particular outcome. Hence, words themselves are regarded as tools for the expressions of an idea. Types of Reasoning i Deductive Reasoning Deductive reasoning is the oldest and most venerable of the types of reasoning.
Examples of deductive reasoning include mathematics, categorial reasoning, set theory, critical thinking application paper 2009, and computer programming. Deductive reasoning is by its very nature abstract; for this reason, students find it the most difficult to master. A deductive argument is critical thinking application paper 2009 from one or more premises and a conclusion.
The conclusion is the opinion the author is attempting to prove is true. The premises are the reasons given in order to persuade the reader that the conclusion is true. The premises and the conclusion of an argument are identified by indicator words. There are two types of indicator words: premise indicators, and conclusion indicators. Premise indicators always precede premises, while conclusions always precede conclusions. In general, the structure of deductive arguments is as follows: Using a premise indicator : because and.
Since and. Using a conclusion indicator : and therefore. Notice the use of not only the indicator words 'because', 'since' and 'therefore' but also the use of punctuation and conjunctions to indicate the structure of the argument. Good writing follows a clear argument structure, and hence, good writing uses grammatical elements critical thinking application paper 2009 show clear argument structure. In the absence of an indicator word some people are sloppy writersthe reader is reminded that the conclusionis an opinion.
Hence, critical thinking application paper 2009 conclusion is usually 'hedged' in some way. By that, what is meant is that the conclusion is not stated directly, but rather, is qualified with expressions like, 'I think that" or 'It must be that', or the like. Compare, for example, the difference between "The sky is blue" and "The sky must be blue". The latter is clearly hedged, hence, it must be an opinion and therefore probably the conclusion of an argument.
Not all arguments are deductive arguments. Deductive arguments may be recognized by their characteristic forms. The form of an argument can be recognized by identifying keywords. Because deductive arguments constitute a particular sort of reasoning, they entail the use of a particular set of words. In particular, there are three types of key words to watch for.
Mathematical keywords: plus, critical thinking application paper 2009, minus, equals 2. Categorical keywords: is, critical thinking application paper 2009, all, some, no, every, any, only 3. Propositional keywords: both and, either, or, if.
then, unless These keywords are not used only to recognize deductive arguments. Knowledge of the role of these keywords also enables the writer to write clear, structured sentences. This will be discussed in more detail in section three. ii Inductive Reasoning The purpose of an inductive argument is to produce generalizations from matters of fact or experience. It is not as old as deductive argumentation, nor is it as well respected. Nonetheless, without inductive argumentation it would not be possible to live in the world at all.
Types of inductive reasoning include statistical generalizations, analogy, reasoning concerning cause and effect, and probability. Like a deductive argument, an inductive argument is formed from one or more premises and a conclusion. And like a deductive argument, the purpose of an inductive argument is to persuade the reader that the conclusion is true, and the premises are given as reasons to believe that the conclusion is true.
All that was said above of indicator words and hedging is also true of inductive arguments. Hence, the two can be distinguished only by their keywords. Here are characteristic keywords of some inductive arguments: 1. Statistical keywords: most, many, five percent, usually, generally 2, critical thinking application paper 2009. Analogical keywords: is like, is similar to, like, as 3.
Probabilistic keywords: the chances of, probably, likely 4. Causal keywords: causes, critical thinking application paper 2009, depends on, effect Again, the use of these keywords tells the reader what sort of argument s being used, critical thinking application paper 2009. A reader can, for example, recognize an analogy much more clearly if the words 'like' or 'as' are used than if they are not.
iii Abductive Reasoning Inference to the best explanation Abductive reasoning was recognized as such only in the late nineteenth century by Charles Sanders Peirce, though there are instances of it through antiquity. It is now the most common form of argument in the sciences, for it involves the postulation of theories which explain some event or regularity.
The form of an inference to critical thinking application paper 2009 best explanation differs from that of deductive or inductive argument, though confusingly the same indicator words are used.
In an abduction, the conclusion is some event or regularity which needs to be explained, while the premises are critical thinking application paper 2009 theories or sets of conditions which do the explaining.
That said, the word 'why' is used much more frequently in explanations, hence, critical thinking application paper 2009, the word 'why' can be used to distinguish abductions form other forms of argument. The most common form of an inference to the best explanation is: The reason why is because and. Note again that the conclusion should be some fact or regularity, while the premise is typically a theory. Very often the conclusion which is being explained is also the conclusion of an inductive argument.
A writer will use induction to show that some generalization is true, and then use abduction to explain why it is true. The only way to distinguish between an inductive or deductive argument and an abduction is to determine whether the conclusion is a fact in which case it's an abduction or an opinion in which case it's a deductive or inductive argument.
It is important to watch for hedging words while making this distinction. Errors of Reasoning i Deductive Errors There are two ways a deductive argument can fail: i the premises may be false, or ii the conclusion may not follow from the premises. Students often attempt a third method of evaluation: arguing directly against the conclusion.
Episode 1.1: Introduction to Critical Thinking (revised)
, time: 12:49Critical Thinking in the Classroom
Critical Thinking Past Paper , Role Of Pakistan Against Terrorism Essay, Shakespeare Studies Editor Website, Renaissance Humanism Art Meaning Essay. $ writers active. Our experts Critical Thinking Past Paper will hear you call for help, asking, “write my essay online,” as soon as you place an order with us. This is the first Critical Thinking Application Paper Past Application Paper Past 1 hour Critical Thinking Application Paper Past / Thu, Sep 17 2 hours / Thu, Sep 17 3 hours / Thu, Sep 17 6 hours / Thu, Sep 17 12 hours / Thu, Sep 17 24 hours / Fri, Sep 18 48 hours / Sat, Sep 19 3 days / Sun, Sep 20 4 days / Mon, Sep 21 5 days / Tue, Sep 22 7 days / Thu, Sep 24 What is therefore needed from a pedagogical perspective is not only a definition of critical thinking or argument, but descriptions of core characteristics of essays which demonstrate critical thinking. In this regard I turn to Wingate’s () three components of argumentation, a three-step description of developing an argument
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