How we use issues, analysis, and
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1) Critical thinking involves asking questions to gain knowledge on a subject from various sources like the internet, books, and experts. There are three main types of questions: factual, interpretive, and opinion. 2) Research is conducted using three main forms: exploratory, constructive, and empirical to gain new knowledge and share findings. Analysis methods like cost/benefit, priorities, program, and brainstorming are used to identify key argument points. 3) Issue discovery is a crucial part of critical thinking that involves categorizing contradictions and uncertainties to find the most important issues to address, which then form the basis for contentions that support a position on a claim.
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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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This document provides information about critical thinking. It defines critical thinking as problem solving that looks more deeply at problems and questions rather than just accepting surface-level answers. Critical thinking involves understanding, analyzing, and evaluating ideas rather than just stating them. The document outlines four aspects of critical thinking: abstract thinking, creative thinking, systematic thinking, and communicative thinking. It also discusses what is involved in critical thinking, such as questioning, purpose, point of view, information, concepts, assumptions, and inferences. The document contrasts critical thinkers with uncritical thinkers and provides strategies for developing critical thinking skills.
Research Methodology.pdf
The first document discusses different types of interviews used for data collection, including structured interviews which use predetermined questions correlated to job competencies, and unstructured interviews which are more free-flowing. The second document discusses reasons for conducting research such as expanding knowledge, keeping updated, and building credibility. The third document discusses intention as an independent variable that affects behavior as the dependent variable in experiments, and conceptual models for software that describe tasks and goals at an abstract level prior to interface design.
Standard Form ArgumentsDiscussion TitleThe central tool of.docx
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
What is research problem
The document discusses research problems, their characteristics, and how to identify a research problem. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. A good research problem can be clearly stated, generates research questions, is grounded in theory, relates to academic fields of study, has significance, and is feasible within time and resource constraints. Research problems can come from personal and practical experiences, literature reviews, previous research, theories, social issues, brainstorming, intuition, folklores, field exposure, and consulting experts. The key is to select a problem that fulfills most of the ten important characteristics of a good research problem.
Caitlins Powerpoint
Critical thinking is a skill that must be developed, not something we are born with. It involves analyzing arguments and claims to determine their validity based on evidence. There are degrees of certainty, and different people have different thresholds for what they consider valid. When evaluating an argument, it is important to understand the type of claim being made (fact, value, or policy), who has the burden of proof, and what key issues need to be addressed to make an informed decision. While knowledge and intelligence are important, critical thinking is a separate skill that must be deliberately trained through practice.
Critical thinking
The document discusses asking critical questions when evaluating information. It emphasizes the importance of an active "panning for gold" approach over a passive "sponge" approach. Key questions to ask include identifying issues/conclusions, reasons, assumptions, omitted information, and alternative conclusions. Regular practice is important for developing critical thinking skills.
Q4-EAPP.pptx
This document provides guidance on writing a position paper. It explains that a position paper presents an arguable opinion on an issue and aims to convince the audience that the opinion is valid. It stresses the importance of addressing all sides of the issue, supporting arguments with evidence, and considering the audience. The document outlines steps for choosing a topic, researching both sides, selecting a position, and determining an introduction, body, and conclusion structure for the paper.
Finding a research topic
Hussein Sabit, PhD is an associate professor of molecular genetics and vice dean for community services at the College of Biotechnology. The document discusses various aspects of conducting research including defining a research problem, formulating research questions, different types of research (exploratory, descriptive, explanatory, predictive, pure, applied, theoretical, empirical), and the research process. It provides guidelines for selecting a topic, stating the problem, dividing it into subproblems, and checking if a question is suitable for research. The document emphasizes selecting an interesting, significant problem that can be solved given available resources and without ethical issues.
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
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deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docx
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How we use issues, analysis, and
- 1. How we use issues, analysis, and contentions in critical thinking Jasson Jimenez
- 2. Who, What, Where, & Why Critical thinking is like when we want to find out the who, what, were, and why. As we search for the sources through the internet, books, authority figures, and much more we use critical thinking by first asking questions. We ask questions all the time as it is, when we type in key words on a search engine, or ask a teacher, and so on. So we refine our asking to three types of questions.
- 3. Factual, Interpretive, & Opinion Factual questions are those that can be supported. Those that have already been proven right or wrong. For example how many planets are in our solar system. Interpretive questions have more than one valid answer. This type of question is commonly seen in court rooms were multiple people interpret the actions taken differently, yet as long as they stay relevant to the topic at hand can all be valid questions. Opinionated questions ask for peoples thoughts and belief, their judgments and reasoning. The key to asking a question is obtaining feedback. Thus giving the knowledge necessary to formulate an answer
- 4. New Knowledge Through Research When we use research we use it for the purpose of gaining and sharing knowledge of a subject and show our critical skills in exploring the subject at hand. For this we can use three main forms of research: Exploratory-A new problem can be structured and identified Constructive- A new solution to a problem can be developed Empirical- evidence on the feasibility of an existing solution to a problem can be provided
- 5. Analysis There are four main analysis methods that we use to identify our key argument points from which to build on. Cost/benefit Analysis- This is for planning and decision making. It is an evaluation of the pros and cons before taking a course of action. Priorities Analysis- Discovers issues by asking questions, and analyzing the trade-offs of our decisions. Program Analysis-Policies are adopted to achieve certain goals. Brainstorming- Is what we all learn in school, to build on ideas, and generate questions we want our research to answer for ourselves and others.
- 6. Issue Discovery Issue discovery is not something you stumble on, but is part of critical thinking and the research it needs. An issue is something central to the outcome of the argumentative foundation. And the purpose of issue discovery is to find the best argument or contention to use to support your side on the claim.
- 7. Issues Once we have asked all the questions we need, we usually end up with contradictions, uncertainty, and generally more questions. Among these usually we have discovered issues and as such need be addressed accordingly. By categorizing them. Phrased as a question, but not all questions qualify as issues Issues can be introduced by either the pro or con side in a dispute There is no set number of issues a person can discover Issues bring organization to the argumentative environment Issues should be as specific as one can make them
- 8. Types of Issues There are many types of issues, but some that serve us well to discover when working in critical thinking mode are: Admitted Issues- Questions raised by one side and agreed to by the other side Real Issues-Important questions that remain after narrowing the potential issue down Ultimate Issues- Key questions that, in and of themselves, are sufficient for the disposition of the claim. Must be answered correctly by either side.
- 9. Contentions A contention is the main argument that supports your position on the claim and usually derive from the ultimate issue. Contentions become the justifications for your position on the claim being argues, and should flow from one to the next, advancing the overall case to our side. Contentions should reflect a logical organization of the arguments you are making in support to your position on the claim. Contentions are the foundation of all argumentative presentations.
- 10. Strategy Critical thinking is not just for use in the classroom, but for everyday life, there are issues all around us, in every aspect of our days. And if we do our research, brainstorm, analyze, and do all that we need to be effective critical thinkers we will be able to argue any stand effectively and productively. Its part of the game of life.