The document discusses critical thinking versus logic, providing examples to illustrate the differences. It argues that critical thinking encourages skepticism and subjective reasoning, while logic assumes the existence of objective truth. It provides guidance for teaching children logic, including understanding the difference between valid and true arguments, and avoiding fallacies. Examples of fallacies like ad hominem attacks are given. The goal is to train children to evaluate arguments for both truth and logical soundness.
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
"We cannot solve our problems with the same thinking we used when we created them." -Albert Einstein
Train your brain to look at situations and problems differently, open your mind to new ideas, and use scientific reasoning on your problems.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
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►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
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Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Beyond Question Stems: Critical Thinking in the 21st Century ClassroomJennifer Jones
I developed and delivered this presentation for South Mebane Elementary School in Alamance County. The focus was higher order thinking and critical thinking skills in reading, writing, listening and speaking. Language, Comprehension and Vocabulary standards were highlighted from the Common Core with a special emphasis on the 3 shifts of the Common Core for ELA.
Question 1 Evaluate a mode of study that you do well and one.docxIRESH3
Question 1
Evaluate a mode of study that you do well and one that you could improve on. Please explain
how you plan on improving that which you find to be weak in your own study habits.
Your response should be at least 75 words in length. You are required to use at least the attached
textbook as source material for your response. All sources used, including the textbook, must be
referenced; paraphrased and quoted material must have accompanying citations.
Question 2
Describe the two ways that students normally study in a typical college course.
Your response should be at least 75 words in length. You are required to use at least the attached
textbook as source material for your response. All sources used, including the textbook, must be
referenced; paraphrased and quoted material must have accompanying citations.
Question 3
Describe the typical design of a college course and the outcomes that result for students in these
courses. In addition, describe a situation in which you found yourself falling into this style of
learning.
Your response should be at least 200 words in length. You are required to use at least the
attached textbook as source material for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must have accompanying citations.
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Display competence in the art of analyzing the logic of the subject one is studying.
2. Determine the purpose of analyzing the logic of the subject one is studying.
3. Compare and contrast the logic of college as it is and as it should be.
4. Assess the logic of the four modalities of communication.
5. Appraise the criteria for evaluating an author's reasoning by using the elements of thought.
6. Identify how one should assess one's progress in learning.
7. Describe the strategies for self-assessment.
8. Apply the generic model to various applied majors
Unit Lesson
This lecture continues with the discussion of rhetorical devices.
Downplayers
A downplayer is a word that is inserted in a sentence that undermines something that is being discussed. Let’s take a look at two
sentences that mean the same thing in their deepest structure, but that have radically different connotations due to one word.
“Brent got a B on his exam.”
“Brent only got a B on his exam.”
By inserting the word “only,” the person saying sentence two has downplayed Brent’s achievement. Most people would be
happy, or at least satisfied, with a grade of B on an exam. However, the second sentence seems to diminish Brent’s
accomplishment by indicating that a grade of B on the exam does not meet his or her expectations of Brent. You can think of
downplayers as using scare quotes “” in verbal language. Let’s look at some more examples.
“Yeah, Ellen just got her ‘degree’,”
In this case, the person seems to indicate ...
Rethorical Assigment # 5 – Response to visual media
This week we are watching a movie. It is called Recount. The movie talks about the presidential election in 2000 between the democrat candidate Al Gore and George W. Bush on the republican side.
Your assignment is simple. Choose one of the following thesis:
1. Al Gore rightfully won the election.
2. George Bush rightfully won the election.
That should be your lead sentence and then you will develop that central point, based on the movie. Just explain and give examples of the central idea. This assignment must be based on the movie, no research.
This is another 1-page essay. Double space, 12 Times New Roman, Align left. One single paragraph essay.
1st line: name
2nd line: Rethorical Assigment # 5 …
3rd line: leave it in blank
4th line: hit tab start writing until the end of the page.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hes ...
Course Learning Outcomes for Unit V Upon completion of thi.docxMARRY7
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Display competence in the art of analyzing the logic of the subject one is studying.
2. Determine the purpose of analyzing the logic of the subject one is studying.
3. Compare and contrast the logic of college as it is and as it should be.
4. Assess the logic of the four modalities of communication.
5. Appraise the criteria for evaluating an author's reasoning by using the elements of thought.
6. Identify how one should assess one's progress in learning.
7. Describe the strategies for self-assessment.
8. Apply the generic model to various applied majors
Unit Lesson
This lecture continues with the discussion of rhetorical devices.
Downplayers
A downplayer is a word that is inserted in a sentence that undermines something that is being discussed. Let’s take a look at two
sentences that mean the same thing in their deepest structure, but that have radically different connotations due to one word.
“Brent got a B on his exam.”
“Brent only got a B on his exam.”
By inserting the word “only,” the person saying sentence two has downplayed Brent’s achievement. Most people would be
happy, or at least satisfied, with a grade of B on an exam. However, the second sentence seems to diminish Brent’s
accomplishment by indicating that a grade of B on the exam does not meet his or her expectations of Brent. You can think of
downplayers as using scare quotes “” in verbal language. Let’s look at some more examples.
“Yeah, Ellen just got her ‘degree’,”
In this case, the person seems to indicate that Ellen’s degree is not really a degree. The person is attempting to cast suspicion on
Ellen’s accomplishment.
Friend #1: “I hear that the teacher for critical thinking is great.”
Friend #2: “Oh yeah, he’s a great ‘teacher’.”
It seems that Friend #2 does not think that the teacher for critical thinking performs very well and has cast doubt on the
teacher’s abilities by downplaying
the teacher’s pedagogy. Be on the lookout for the use of downplayers. Do not let anyone downplay accomplishments by using
disingenuous words. Always remind yourself of the facts. If Brent got a B on a difficult organic chemistry exam, then one should
give credit where credit is due and not try to discredit his accomplishment in a devious manner.
Ridicule
Ridicule occurs when someone tries to cast suspicion on another by making fun of the person or personally embarrassing the
person in front of others. We are often told that this form of interaction is a high school phenomenon, but most of us realize
that this form of interaction can occur at any time, and often in the most inappropriate contexts.
Employee to Boss: “According to the research that our team put together, it seems that a marketing campaign targeted towards
18-35 year old women would be in the best interests of the company.”
Boss: “What do you know? You are just an inte ...
Research NotesSources should be found based on NEED and PURPOSE.docxverad6
Research Notes
Sources should be found based on NEED and PURPOSE
1) Need – based on where you cannot fill in the ideas yourself
2) Purpose – Understanding what type of source will best fit my explanation
Types of Sources: Usually based on fact or opinion
What level of source do I need?
-Primary Source: Something first-hand created DURING the time/study
Ex. Live video/recordings, specific documents (or exact copies), autobiographies/diaries/memoirs, direct/unedited speeches, newspapers, journal articles, artifacts, photographs, art
-Secondary Source: Reviewing or Commenting on a first-hand experience AFTER the fact, using HINDSIGHT, INTERPRETATION (commentary and discussion) of others (ideas, data, etc)
Ex. Textbooks (depending on author), biographies, analyses, magazine/newspaper articles, dictionaries/encyclopedias
-Tertiary Sources: compiled ideas of primary and secondary sources, COLLECTIONS
-Ex. Almanacs, textbooks, fact books, chronologies, biographies
Example of P/S/T: Primary would be autobiography (writing it yourself), becomes secondary when someone else writes about you and you work with them, becomes tertiary when the writer has to compile info because you’re either gone or unwilling to work with the author
“Finding the Giggling Baby” – Diversifying our sources in terms of how much “control” we need to have in their explanation. The further away from “obvious” we get, the more explanation we need!
1) “Obvious” – We use sources that are difficult to own because we feel they are self-explanatory. Even though it’s tough to explain, we MUST make it refer back to our thesis Ex.
2) “Reach” – We have a source that is not clear (or maybe vaguely clear) to the audience, but with time and explanation makes perfect sense to them
3) “Finding the Giggling Baby” aka “Stretch” – Makes little to no sense on its own, but with clear, detailed explanation it creates a serious bond between you and audience (we end up seeing things the same way!)
Assignment: Health Insurance and Quality
Imagine that you are the clinic manager of an urgent care center. Recently, your center has seen an increase in complaints regarding long wait times, inadequate or incomplete information from staff during visits, and the relatively small number of insurance types accepted at the facility.
· Write a 3-4-page paper in which you:
1. Examine at least three (3) examples of quality initiatives that could increase patient satisfaction and potentially reduce healthcare cost. Support your response with examples of the successful application your chosen quality initiatives.
2. Defend your position on the decision to accept Medicare or Medicaid as potential pay sources for your urgent care center. Provide support with at least two (2) examples that illustrate your position.
3. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
· Assignment must follow these formatting requirements:
·
· Be typed, double s.
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
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Poor Reasoning and Fallacies Cheat Sheet Appeal to the Pe.docxharrisonhoward80223
Poor Reasoning and Fallacies Cheat Sheet
Appeal to the People (Bandwagon) - Claiming that something is true just because many people
believe it is. Example: Everybody buys this product, so it must be the best one.
Faulty Appeal to Authority - Using research without naming the source, such as, "Many researchers
say..." or answering questions one is not qualified to answer. Example: I asked my dentist if he thought
this mole was cancerous. He said “No” so I do not need to get it checked out.
Proof by Lack of Evidence (Burden of Proof) - Asserting something is true just because there is no
evidence it's false. Example: UFO’s exist because no one has ever been able to prove they don’t.
Innuendo – Making a claim without actually making the claim. Example:
Non Sequitur - It doesn't follow logically. Samantha lives in a large building; therefore she must have a
large home.
Fake Dilemma (Black and White) – Presenting two alternative states as the only possibilities, when in
fact there are more. Example: "You are either for the U.S. or against the U.S." doesn't allow for neutral
countries.
Naturalistic Fallacy (Appeal to Nature) - Making the argument because something is “natural”, it is
therefore valid, good or the way it’s supposed to be. Example: This product uses all natural ingredients
therefore it’s the only one on the market you should buy.
Circular Reasoning (Begging the Question) – Using the statement to prove the conclusion and the
conclusion to prove the statement. Example: The word of Zorbo the Great is flawless and perfect. We know this
because it says so in The Great and Infallible Book of Zorbo's Best and Most Truest Things that are Definitely True and
Should Not Ever Be Questioned.
Overgeneralization – Asserting something is an entire class of things when it may not be true for all
members of the class. Example: Beth is a Psychology student and shy is shy, therefore all psychology
students are shy.
False Analogy (Slippery Slope) – Making a false or misleading analogy. Example: Colin Closet asserts
that if we allow same-sex couples to marry, then the next thing we know we'll be allowing people to marry their
parents, their cars and even monkeys.
Jumping to Conclusions – Drawing conclusions with little evidence. Example: My son is crying, you
must have taken his toy.
Being Unrealistic – Using only information in an unrealistic manner. Example: The candidates just all
graduated from college… therefore they should not take a job for less than 6 figures.
Verbal Fallacies (Ambiguity) – Accenting, omitting, or misusing certain words to influence or mislead
the reader or listener. Example: After the team lost, Susan became mad. (upset, angry, insane, happy…
who knows)
Using only information that supports your argument (Texas Sharpshooter) - Example: Research
says a glass of wine a day is good for my heart. So drinking is good for my heart!
Source: Jesse Ri.
Those 3 journal entries are a minimum of 250 words for each id.docxVannaJoy20
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
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Similar to Critical thinking and logic powerpoint (14)
9. Those who seek to inculcate "critical thinking skills" give all authority to the questioner .
10. He examines, probes, questions, and so forth, before he settles upon "whatever works for him." The one with the questions has all the authority -- a totally subjective authority.
11. Logical analysis presupposes that there is such a thing as absolute unchanging truth, and that this truth has authority over us.
12. We are not allowed to tinker with the truth. Instead of teaching skepticism -- the belief that there are no unchanging answers --this approach teaches that we are looking for validly derived answers.
20. Although the "critical thinking skills" movement as a whole teaches skepticism and unbelief, not every product merely labeled "critical thinking" is bad
33. One of the most important starting points when studying logic is the difference between truth and validity. A valid argument is one that is structurally sound -- the conclusion must be true if the premises are true. The premises may not be true, but if they were, the conclusion would follow necessarily.
38. Even if it were true, the conclusion would necessarily be true.
39. Truth answers the question, "Is it so?" Validity answers the question, "Does it follow?"
40. Fallacies of Form Another important distinction to be made is the difference between fallacies of form and fallacies of distraction.
41. A fallacy of form occurs when there is a structural problem in one's argument -- it would never be valid no matter what the nouns in the argument were. Look at this invalid argument:
45. Even though the premises are true (cats do have four legs and this animal does have four legs), this is a fallacy of form . The argument is structurally unsound.
46. Fallacies of Distraction A fallacy of distraction occurs when one is trapped and seeks, by various and sundry means, to change the subject.
47. Instead of saying, “ You've got me there,” he says, "Look! A comet!”
48. One example of a fallacy of distraction is the abusive ad hominem: "That can't be right because you're a jerk." The man is attacked instead of his argument.
49. Another example is that of tuquoque: "Oh yeah? Well, you've done it too!" But of course just because someone else has committed the fallacy does not rescue your argument.
51. Deuteronomy tells us that we are to instruct our children when we rise , when we walk along the way, when we read letters to the editor , and so forth.
52. Our society has graciously provided us with abundant fallacious grist for our children's logical mill
53. I recall watching the news one time when my son suddenly pointed at the screen and gave the name of the fallacy.
54. With any rigorous training at all, it is not long before your children will begin to see fallacies everywhere.
55. Be warned: unbelievers aren't the only ones who make errors in logic. Logical contradictions will often surface in sermons, Christian books, etc.
56. Christians will often say things that are true, but still invalid. Are we obligated to defend such errors, just because good people make them? By no means! Truth is still true, no matter how many invalid arguments are enlisted on its side, but how much better to rid it of the invalid millstones that are so often tied around its neck
57. It is no real help to a child to teach him to applaud when he hears something with which he agrees. Even critical thinking professors do that! We should teach him to always ask these two questions:
58. (1) Is the conclusion true, and (2) Was the argument sound? If the argument was not sound, can he think of an argument that is?
59. We want to inculcate both love of truth and trust in God's Word -- which is self-consistent, logical, and true. This is what Solomon was talking about when he said, "Wisdom is supreme; therefore get wisdom" (Proverbs 4:7).
60. After all, we are not Christians because "it works for us."
62. The Star Trek series portray an optimistic technological future, but one filled with constant conflicts as the crew travels on their odyssey through space.
63. The show sometimes diminishes the role of human reason and the possibility of objective knowledge.
65. He is a spirit guide that utilizes a combination of science and mysticism to help manage crisis situations. Ironically, the greatest threat is not being lost in some distant quadrant of space, but it is the loss of a personal inner stability.
66. After sharing highlights from the Star Trek programs, teachers can discuss how the television series reflects different perspectives on truth, knowledge, ethics and intellectual trends.
67. Students might notice that human reason is less important and there is greater emphasis on relativism. What is the basic definition of the term?
68. Barzun (2000) relates it means flexible, adaptable; a sliding scale that gives a different reading in similar situations.
69. Relativism appears to make a few distinctions between moral codes, cultures and religions.
70. They each reside in a certain time and place in history that should be respected and tolerated.
71. Yet, Barzun argues that a civilized society often utilizes relative standards for applying the law to individual criminal cases.
72. He maintains that the anti-relativists who embrace moral absolutes cannot effectively answer the question whose absolute are we to adopt and impose?
73. The brief example reveals that popular culture can offer numerous instructional opportunities to help students refine their thinking skills through reading and reflective dialog.
75. Contemporary testing methods often fail to provide teachers with information on how students arrive at their responses to test items.
76. Quantitative and qualitative assessment procedures can be useful but it is vital that the assessment must be sensitive enough to identify changes that have occurred in students thinking skills.
77. Critical thinking assessment instruments can include commercially designed tests, teacher made tests, checklists, open-ended questions, problem-solving scenarios or simulations.
78. For instance, check lists can be used to evaluate a variety of student work such as gathering information on student online comments or portfolios.
79. Check lists are useful tools to document evidence of student problem solving and decision making skills (Sormunen & Chalupa, 1994).
80. Teachers can integrate critical thinking into their classes by presenting information from a diversity of perspectives that involve both the cognitive and affective learning domains.
81. The author has found that students really enjoy reading nonfiction short stories about individuals and their personal learning adventures.
82. Teachers can share interesting and informative stories that offer insights into concepts such as perseverance in problem solving.
83. Short stories can be included in lectures and handouts that stress descriptive information on critical thinking.
84. The following chart is an effective way to help students understand the multidimensional aspects of critical thinking.
87. -Identify central issues or problems. -Compare similarities and differences. -Determine which information is relevant. -Formulate appropriate questions.
89. -Distinguish between fact, opinion and reasoned judgment. -Check consistency. -Identify unstated assumptions. -Recognize stereotypes and clich és. - Recognize bias, emotional factors, propaganda and semantic slanting. -Recognize different value systems and ideologies.
99. Today’s online classes rely heavily on printed materials and teacher created lectures and handouts.
100. Kirby & Goodpaster (2002) note language works intimately with all aspects of our thinking, sensing, feeling, remembering, creating, organizing, reasoning, evaluating, deciding persuading, and acting.
101. As we become more aware of the strengths and weaknesses of language, and as we increase and refine our own language, we will think better
103. A major adult education goal is helping students become self-directed learners who learn to monitor and improve their thinking skills.
104. Distance educators need to integrate meaningful instructional activities into their classes that promote internalization of critical thinking skills and knowledge.
105. It is one of the unique challenges of teaching online but it is essential to fostering classes and degree programs that prepare students for leadership roles in our society.