By David Hunter
A realistic advent to serious pondering throughout a variety of disciplines
Knowing the way to imagine severely approximately what to think and what to do is vital for fulfillment in either educational environments. a pragmatic consultant to severe pondering introduces readers to the innovations, tools, and criteria for considering seriously approximately purposes and arguments in nearly any sector of perform. whereas so much literature on severe pondering specializes in its formal purposes inside of philosophy, this publication bargains a wide belief of serious considering and explores its functional relevance to undertaking study throughout a wide selection of disciplines, together with enterprise, schooling, and the organic sciences.
While the publication pursues an interdisciplinary method of severe pondering, delivering examples and illustrations from assorted topics and fields of analysis, it additionally offers thoughts to aid readers determine the equipment and criteria which are attribute of severe pondering of their selected branches of studying, of their place of work, and of their personal lives. the concept that of a controversy is prolonged past its philosophical roots to incorporate experimentation, checking out, dimension, coverage improvement and overview, and aesthetic appreciation as actions that require serious pondering. The logical, middle recommendations of serious pondering are awarded in a rigorous but casual method, with artistic and sensible suggestions for outlining, reading, and comparing purposes and arguments anyplace they're stumbled on. each one bankruptcy ends with a "Mistakes to Avoid" part in addition to quite a few routines designed to aid readers combine and expand the chapter's lessons.
A sensible advisor to serious pondering is a superb booklet for classes on severe pondering and good judgment on the upper-undergraduate and graduate degrees. it's also a suitable reference for somebody with a normal curiosity in serious considering talents.
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Extra resources for A Practical Guide to Critical Thinking: Deciding What to Do and Believe
A. John, Susan, and Terry all believe that the bank robber was a male. John was there during the robbery and saw the robber. Susan read about the robbery in the newspaper. Susan told Terry about the robbery. b. John and Susan both believe that the acid caused the chemical reaction. John read in a textbook about the likely causes of such a reaction. Susan performed several experiments to rule out other possible causes. c. Susan and Terry both believe that their checking accounts are overdrawn. Terry got a p h o n e call from his bank telling him about his balance.
B. Could a prejudicial belief be true? Explain, using an example. c. Could believing something on the basis of emotions alone m a k e one autonomous? Why or why not? Use an example to illustrate your answer. d. List five character traits that you think are characteristic of an ideal critical thinker. Give an example of each one. e. , a realist about all subject matters). Could they nonetheless agree on all the facts? What exactly would they disagree about? f. Consider the following proposed definition: to lie is to deliberately say something that is false and that one believes to be false in order to mislead another person.
A n d n o one wants to be prejudiced. B u t what exactly is it to be prejudiced, and why is it so bad? Usually when we talk about prejudices we have in mind hurtful views about race, religion, or ethnicity. We say that people who treat Asians or Catholics less well than they treat E u r o p e a n s or Episcopalians are prejudiced against them. Some people used to believe that Irish immigrants were 26 T H E N A T U R E A N D V A L U E OF CRITICAL THINKING lazy, could never keep a job, and didn't care about supporting their families.