Critical thinking lab for chapter 6
The active learner does all of these things all of the time. Which category or categories seem like a good match for you? Second, the word argument often connotes disagree- ment, especially a verbal disagreement. There are answers to some exercises in the back of the book. After wrestling the new bookshelf into place, will you reflect on the experience? Contact the author rhennis illinois. CiteULike About this book Teaching Critical Thinking in Psychology features current scholarship on effectively teaching critical thinking skills at all levels of psychology. In Part III, students are shown how some very basic confusions may lead to defective reasoning, and they learn to spot twenty of the most common informal fallacies. There follow two chapters on semantic clarity chapter 4 and identifying bias chapter 5.
Chapter 2 offers a closer look at the language that makes up an argument and examines such topics as logical strength, linguistic merit, rhetorical power, types of sentences, and uses of language.
Chapter 1 introduces argument analysis, focusing on argument recognition and the difference between formal and informal approaches to inference. Here students will be able to go well beyond the intuitive procedures learned in Chapter 5.
Table of Contents. Chapter 3 considers epistemic aspects of the statements that are the components of an inference.
Critical thinking lab for chapter 6
In this chapter we'll: provide a brief overview of the learning process give examples of individual learning styles and complementary study strategies discuss the importance of being an active learner and a critical thinker The Learning Process What is learning? It explains the assumption that when speakers are sincere and competent, what they state is what they believe, so that the epistemic virtues and vices of belief may also affect statements. According to Edward Glaser, co-author of the Watson-Glaser Critical Thinking Appraisal , Critical thinking requires a certain attitude, a body of knowledge, and skills: Attitude: The critical thinker considers ideas and information in a thoughtful way. These tools can help you articulate your strengths and weaknesses, give you insights into how you relate to other people, and suggest majors and professions that might spark your interest and play to your strengths. Argument in the academic sense means "a course of reasoning. The text explains the nature and value of scientific methodologies and evidence, various ethical theories that should be applied to policy decisions, and the challenge of assessing new technologies. In addition to a standard treatment of these types of argument, it includes discussions of the principles of charity and faithfulness, extended arguments, enthymemes, and arguments with evaluative premises. Which learning strategies have you tried that fit your learning style well?
The book provides distinctively in-depth examination of stereotyping and prejudice, polemics and invective, rebuttal, conflicting causal analyses, the use and misuse of statistics and emotional appeal, and logical or rhetorical fallacies like special pleading, stacking the deck, double standards, plain folks, straw man, ad hominem, and ad populum in public controversies.
Skills: The critical thinker knows how and when to apply her or his knowledge and does so skillfully. Stand on your desks!
Weaknesses: The framework for evaluating arguments is not fully articulated until chapter
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