5. 5
Structures of an Argument
(DEDUCTION and INDUCTION)
INDUCTIVE
CONCLUSION 1
DEDUCTIVE
CONCLUSIONSTRICT LOGICAL NESCESSITYPREMISE(S)
PREMISE(S) LIKELY OR PROBABLY
Conclusion 2
Conclusion 3
6. 6
DEDUCTIVE REASONING
Chapter 4
INDUCTIVE REASONING
Chapter 4
THE VALIDITY
OF DEDUCTIVE REASONING
THE VALIDITY STRENGTH
OF INDUCTIVE REASONING
VEEN DIAGRAM
Chapter 9
TRUTH TABLE
Chapter 10
FALLACIES
(Chapter 5, 6)
EVALUATIING
ARGUMENT
(Chapter 7, 8, 11, 12)
ARGUMENT
Chapter 1,2,3
(VALID or
INVALID)
Mistakes in
Reasoning and Evidences
Strong or Weak
7. 7
The concept of Relevance
Ex 1: Babara is a traditional woman(p*).
Thus, she may enjoy cooking (C1).
If (p*) is TRUE then we can see (C1) is
TRUE.
=> (p) is relevant to (C1)
Ex 2: Dog are Cat (q*). Cat are feline (r*).
So, Dog are feline (C2)
⇒ If (q*) and (r*) are TRUE then (C2)
is TRUE.
⇒ (p) and (r) are relevant to (C2)
Ex 2: Cherios is a good student(s*).
Because he knows how to
cheat on exams(C3).
⇒ If (s*) is TRUE then (C3) is
FALSE
⇒ (s) is relevant to (C3)
A RELEVANT PREMISE: If it TRUE, it
can help you to know the
conclusion is TRUE or FALL
A positively relevant premise = A premise (even TRUE or FALSE) gives the
logically conclusive reason for accepting the conclusion
⇒ p, q, r are positive relevant premises
A negatively relevant premise = the premise, if TRUE, gives reason for
thinking the conclusion is FALSE
⇒ s is a negative relevant premise
8. Irrelevant premises
Ex 3: Tom likes playing piano (p*). Therefore, he may like cooking(C).
Ex 4: UCLA is one of the best universities in USA. So, we can see the American
educational system is too open.
(p*) Do neither support nor against (C)
=> A statement is irrelevant to another when it counts neither support to
nor against that other statement.
8
9. 9
“Strong” or “weak” inductive argument
Argument 1:
We can conclude that children are
innocent. Because they are
friendly, they love everyone and
always believe in adults.
Argument 2:
We can conclude that children are
innocent. Because they are
friendly and always believe in
adults.
Argument 3:
Argument 3: We can conclude that
children are innocent. Because they are
very dependent and need to be
educated.
What is the strong inductive
argument?
- All premises are positive relevant
to the conclusion.
-The conclusion follows necessarily
from the premises.
10. 10
“Analyze”, “Diagram” and “Evaluate” an inductive argument
Argument 1: We can conclude that
children are innocent(C). Because
they are friendly(p*), they love
everyone(q*) and always believe in
adults(r*).
Argument 2:We can conclude that
children are innocent(C). Because
they are friendly(p*) and always
believe in adults(r*).
Argument 3: We can conclude that
children are innocent(C). Because they
are very dependent(s*) and need to be
educated(t*).
C
rqp
C
p r
C
s t
11. 11
“Strong” or “weak” inductive argument
Argument 1: We can conclude that
children are innocent(C). Because
they are friendly(p*), they love
everyone(q*) and always believe in
adults(r*).
Argument 4: We can conclude that children
are innocent(C). Because they are
friendly(p*), very dependent(s*), they
love everyone(q*) and always believe
in adults(r*)
C
r*q*P*
C
r*q*P* s*
12. Logically Irrelevant Premise
Human is mortal. Bill Gate is human. So, Bill Gate is mortal. I am not Bill Gate.
Thus, I am not mortal.
Analyze the argument, we have:
Human is mortal(p*). Bill Gate is human(q*). So, Bill Gate is mortal (C1). I am
not Bill Gate (s*). Thus, I am not mortal (C2).
12
C1
C2
p q
s
p q
C1 s
C2
13. 13
Decide which of the individual piece/s of information would strengthen the
argument if added
Having students work in groups lets them practice the skills they are
learning. It is an efficient way to develop their active learning.
a) Speaking in front of the whole class can be scary.
b) Breaking students up into groups not only develops social skills useful in
the professional environment for which they are training
c) Most of good students say that they do not get any benefits from group
work
d) Group work gives students a chance to perform in a supportive
environment that help them to become more confident.
e) Students who like to clean on others feel comfortable in group work.
f) Most of students improve their communication skills via group work.
14. 14
Having students work in groups lets them practice the skills they are
learning. It is an efficient way to develop their active learning.
a) Speaking in front of the whole class can be scary.
b) Breaking students up into groups not only develops social skills useful in
the professional environment for which they are training
c) Most of good students say that they do not get any benefits from group
work
d) Group work gives students a chance to perform in a supportive
environment that help them to become more confident.
e) Students who like to clean on others feel comfortable in group work.
f) Most of students improve their communication skills via group work.
Answer
17. APPLICATIONS OF CRITICAL THINKING
1) Learning: critique on information and experiences
2) Research, Project, Paper: product logical reasoning,
make deductive and inductive argument, use
sources, references…
3) Life: evaluate information to make right decisions,
recognize fallacies
4) Work: Make decisions => (Plan-Do-Check-Act)
19. Structure of your Group
Presentation and Final Paper
• Cover: Topic, Group and Students name
• Index
• Content:
Page 1-2: Introduction the importance of Topic
(Requirement: For each argument you must show the source of
references)
EX: Many Vietnamese students have shock culture when studying abroad
(Nguyen, 2012)
20. Structure of your Group
Presentation and Final Paper
Page 2-4: Present your research questions and
Questionnaire
(Requirement: Use Diagrams to show the relationship
between each research question and survey
questions)
Research
Question 1:…..
Survey question 1:…
Survey question 2:…
Survey question 3:…
21. Research Question 1: How
do IU students think about
to study in Vietnam?
Survey question 1: What do you think
are advantages when studying VN?
Survey question 2: What do you think
are advantages when studying VN?
What are FALLACIES you can commit in your
questions?
26. Structure of your Group
Presentation and Final Paper
• Page 4-5: Describe your targets
Describe:
- people who answer your questionnaire and your interviewees
- the method of collecting information (how do you choose your
target, how do you contact them, what tool you use to record
data…)
• What are FALLACIES you can commit in
your sampling?
32. Taking notes
• Focus on your aims
⇒ Be clear about your project aims, the purposes of your interview... and
note all issues that relate to your aims or purposes.
• Be accurate
⇒ Note exactly what you heard, read, see without any bias
• Be precise
⇒ Note in details what you heard, read, see
• Be clear
=> Use clear language when noting
33. Structure of your Group
Presentation and Final Paper
Page 5-10: Present the results of Questionnaire
(Describe how do you analyze data; use
statistics analysis and pie chats or graphs) and
and present your explanations of the results
Page 10-12: Present the results from Interviews
(select the adequate quotes from the
interviews) and your explanations of the
results
34. Structure of your Group
Presentation and Final Paper
Page 13-15: Introduce each research question and the answer
for it that follow the results.
EX:
1) Research question 1:
What students think about homosexual?
From the research, it can be conclude that most students
perceive homosexual a desease. A few of the know the
effects of social environment that can cause homosexual.
What are fallacies you can commit in your
conclusion?
49. Using sources and References
• Scientific books (Who is its author?)
• Scientific Journals (See its impact factors?)
• Research (check the research methodology)
• Database (National Database, …)
50. Using sources and References
1. Use the source to get information
2. References for your statements
EX 1: In Vietnamese education, mathematics has been seen as a system of rules and
algorithms taught to students without references to its origin and cultural setting.
Mathematics is taught from the so-called mechanistic point of view, providing
pupils with static and clear-cut knowledge (Wubbels, Korthagen, & Broekman,
1997).
References
Wubbels, Th., Korthagen, F. A. J., & Broekman, H. G. B. (1997). Preparing teachers for
realistic mathematics education. Educational Studies in Mathematics, 32, 1–28.
EX: Many Vietnamese students have shock culture when studying abroad (Nguyen,
2012)
References
Nguyen. A Tuan, Studying the trend to study abroad of Vietnamese students, Journal
of International Education, 32, pp.23-35.
52. Standardization
• Standardization: Finding missing premises and conclusions
• EX: Many people are smoking. You are smoking also. I see
you smoke a lot every day. That can damage your lung and
cause you cancer.
=> Paraphrase: Cigarette smoking is a positive causal factor
that increases the risk of lung cancer. If you smoke, you
risk being unhealthy.
• e.g., I see you are smoking a lot everyday (missing
premise). Cigarette smoking is a positive causal factor that
increases the risk of lung cancer. Therefore, if you
continue to smoke, you risk being unhealthy.
53. Announcement
• Group presentation: DEC 22nd
- 31st
2014 or after Final Exam
(check your email to get the schedule of your group
presentation informed by Mrs. Thao)
• Date of Critical thinking final exam: JAN 5th
2014
• Deadline to submit your final paper: JAN 12th
2015
• Group evaluation (use the evaluation form in the Guideline):
have a group meeting to evaluate each members (his/her
contribution to the group presentation and final paper) and
attach the evaluation form to your final paper.
=> Individual score (A:100% the group score; B: 75%; C;50% and
D:0%)