http://www.criticalthinking.org/about/nationalCouncil.cfm#234
http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/CriticalThinking/#characteristics
Links -- Deductive Logic
Link for Venn Diagrams illustrating deductive logic: http://illuminations.nctm.org/LessonDetail.aspx?ID=L384
LINKS FOR STUDENTS
Tim van Gelder’s ‘Critical Thinking on the Web’ is a massive website that catalogs scores of links to just about everything related to critical thinking—from argument-mapping to online logic tutorials:
http://www.austhink.org/critical
Argument mapping (diagramming) can also be found on Tim van Gelder’s Critical Thinking on the Web: http://www.austhink.org/critical/pages/argument_mapping.html
The entry on ‘Informal Logic’ in the Stanford Encyclopedia of Philosophy gives an overview of the subject, which overlaps and intersects with the topic of critical thinking: http://plato.stanford.edu/entries/logic-informal/
‘A List of Fallacious Arguments’, from the Don Lindsay Archive, includes fallacies with definitions and examples:
http://www.don-lindsay-archive.org/skeptic/arguments.html
‘A Mini Guide to Critical Thinking’ by John Lau at the department of philosophy, Hong Kong University. This ‘more-than-a-mini’ guide covers many key concepts in critical thinking. http://philosophy.hku.hk/think/project/miniguide.pdf
A two part article (in Scientific American) discusses ten ways to use critical thinking to distinguish between dubious and credible claims:
http://www.sciam.com/article.cfm?articleID=000D743A-CC5C-1C6E-84A9809EC588EF21&pageNumber=1&catID=2 (Baloney Detection Part 1)
http://www.sciam.com/article.cfm?chanID=sa006&colID=13&articleID=000ADC77-B274-1C6E-84A9809EC588EF21 (Baloney Detection Part 2)
Entries for various fallacies are found at http://www.philosophypages.com/dy/index.html, ‘A Dictionary of Philosophical Terms and Names’.
‘The Fallacy Files’ is a website with an alphabetical listing of fallacies, and includes a number of discussions and examples: http://www.fallacyfiles.org/
Basic information about causal reasoning can be found at ‘Mission: Critical’, an interactive website devoted to critical thinking: http://www2.sjsu.edu/depts/itl/graphics/induc/causal.html
Interactive exercises on fallacies can also be found:
http://www.sjsu.edu/depts/itl/graphics/main.html
A short tutorial on categorical syllogisms can be found on ‘The Philosophy Pages’ at http://www.philosophypages.com/lg/e08a.html
‘The Philosophy Pages’ includes a brief entry for analogical reasoning at http://www.philosophypages.com/lg/e13.html
‘Ethics Updates’ provides a thorough, categorized compilation of resources pertaining to ethics and ethical theory: http://ethics.sandiego.edu/index.htm
LINKS FOR STUDENTS
Tim van Gelder’s ‘Critical Thinking on the Web’ is a massive website that catalogs scores of links to just about everything related to critical thinking—from argument-mapping to online logic tutorials:
http://www.austhink.org/critical
Argument mapping (diagramming) can also be found on Tim van Gelder’s Critical Thinking on the Web: http://www.austhink.org/critical/pages/argument_mapping.html
The entry on ‘Informal Logic’ in the Stanford Encyclopedia of Philosophy gives an overview of the subject, which overlaps and intersects with the topic of critical thinking: http://plato.stanford.edu/entries/logic-informal/
‘A List of Fallacious Arguments’, from the Don Lindsay Archive, includes fallacies with definitions and examples:
http://www.don-lindsay-archive.org/skeptic/arguments.html
‘A Mini Guide to Critical Thinking’ by John Lau at the department of philosophy, Hong Kong University. This ‘more-than-a-mini’ guide covers many key concepts in critical thinking. http://philosophy.hku.hk/think/project/miniguide.pdf
A two part article (in Scientific American) discusses ten ways to use critical thinking to distinguish between dubious and credible claims:
http://www.sciam.com/article.cfm?articleID=000D743A-CC5C-1C6E-84A9809EC588EF21&pageNumber=1&catID=2 (Baloney Detection Part 1)
http://www.sciam.com/article.cfm?chanID=sa006&colID=13&articleID=000ADC77-B274-1C6E-84A9809EC588EF21 (Baloney Detection Part 2)
Entries for various fallacies are found at http://www.philosophypages.com/dy/index.html, ‘A Dictionary of Philosophical Terms and Names’.
‘The Fallacy Files’ is a website with an alphabetical listing of fallacies, and includes a number of discussions and examples: http://www.fallacyfiles.org/
Basic information about causal reasoning can be found at ‘Mission: Critical’, an interactive website devoted to critical thinking: http://www2.sjsu.edu/depts/itl/graphics/induc/causal.html
Interactive exercises on fallacies can also be found:
http://www.sjsu.edu/depts/itl/graphics/main.html
A short tutorial on categorical syllogisms can be found on ‘The Philosophy Pages’ at http://www.philosophypages.com/lg/e08a.html
‘The Philosophy Pages’ includes a brief entry for analogical reasoning at http://www.philosophypages.com/lg/e13.html
‘Ethics Updates’ provides a thorough, categorized compilation of resources pertaining to ethics and ethical theory: http://ethics.sandiego.edu/index.htm
The “Is of Identity” Test
The “Is of Identity” Test
1. A statement is either true or false.
2. Mules are stubborn.
3. A pig is a dirty animal.
4. God is everywhere.
5. A boy who won’t fight is a coward.
6. Snake is an ugly word.
7. College graduates earn more than other people.
8. The word dog is a four footed animal.
9. A person who kills another person is a murder.
10. Women are mothers.
11. A boy who never lies is good.
12. Teachers think they’re smarter than other people.
13. Neighbors are nosey.
14. Pretty girls are stuck up.
15. Seeing is believing.
16. Adam and Eve were the first human beings.
17. It takes two to make a bargain.
18. He that believeth not shall be damned.
19. The good die young.
20. There is one basic cause for all effects.
21. The wildest colts make the best horses.
22. Humans can talk.
23. No one wants to die.
24. Barking dogs don’t bite,
25. Death is not forever.
26. Americans are not communists.
27. Dreams often foretell our lives.
28. Everything comes if only a man will wait.
29. Anything believed by most of the people must be true.
30. What goes up must come down.
31. Water flows downhill.
32. A wool skirt is warm.
33. A circle is round.
34. Iron is strong.
35. An orange is not green.
36. A leaf is green.
37. A knife is sharp.
38. A pencil is round.
39. Feathers are soft.
40. The sky is blue.
41. Needles are sharp.
42. One sits in a chair.
43. A pitcher holds water.
44. A piece of iron is heavy.
45. A house is either frame or brick.
46. A drunkard is a sinner.
47. Ministers are good men.
48. Everything that is true can be proved.
49. Big boys are bullies.
50. It is never all right to kill,
51. Children should always obey their parents.
52. Children are born bad.
53. Plants grow in soil.
54. Questions have no answers.
55. No one gets by with anything bad without getting caught.
56. Telling dirty jokes is bad.
57. A good soldier is a patriot.
58. Women movie stars are beautiful.
59. People are just naturally mean.
60. Cats hate dogs.
61. Flowers are pretty.
62. Health is Wealth.
63. Love is holy.
64. Money is evil.
65. The smartest people are the most successful
66. Select ONE of the following five statements which you feel is most characteristic of you:
a. I like almost everyone.
b. I am very careful in choosing my friends.
c. I like more people than I dislike.
d. I make no friends until they prove worthy of me.
e, I like and dislike about the same number of people.
1. A statement is either true or false.
2. Mules are stubborn.
3. A pig is a dirty animal.
4. God is everywhere.
5. A boy who won’t fight is a coward.
6. Snake is an ugly word.
7. College graduates earn more than other people.
8. The word dog is a four footed animal.
9. A person who kills another person is a murder.
10. Women are mothers.
11. A boy who never lies is good.
12. Teachers think they’re smarter than other people.
13. Neighbors are nosey.
14. Pretty girls are stuck up.
15. Seeing is believing.
16. Adam and Eve were the first human beings.
17. It takes two to make a bargain.
18. He that believeth not shall be damned.
19. The good die young.
20. There is one basic cause for all effects.
21. The wildest colts make the best horses.
22. Humans can talk.
23. No one wants to die.
24. Barking dogs don’t bite,
25. Death is not forever.
26. Americans are not communists.
27. Dreams often foretell our lives.
28. Everything comes if only a man will wait.
29. Anything believed by most of the people must be true.
30. What goes up must come down.
31. Water flows downhill.
32. A wool skirt is warm.
33. A circle is round.
34. Iron is strong.
35. An orange is not green.
36. A leaf is green.
37. A knife is sharp.
38. A pencil is round.
39. Feathers are soft.
40. The sky is blue.
41. Needles are sharp.
42. One sits in a chair.
43. A pitcher holds water.
44. A piece of iron is heavy.
45. A house is either frame or brick.
46. A drunkard is a sinner.
47. Ministers are good men.
48. Everything that is true can be proved.
49. Big boys are bullies.
50. It is never all right to kill,
51. Children should always obey their parents.
52. Children are born bad.
53. Plants grow in soil.
54. Questions have no answers.
55. No one gets by with anything bad without getting caught.
56. Telling dirty jokes is bad.
57. A good soldier is a patriot.
58. Women movie stars are beautiful.
59. People are just naturally mean.
60. Cats hate dogs.
61. Flowers are pretty.
62. Health is Wealth.
63. Love is holy.
64. Money is evil.
65. The smartest people are the most successful
66. Select ONE of the following five statements which you feel is most characteristic of you:
a. I like almost everyone.
b. I am very careful in choosing my friends.
c. I like more people than I dislike.
d. I make no friends until they prove worthy of me.
e, I like and dislike about the same number of people.
Assumptions Glossary
| Glossary | |
| Chapter 5 | |
| Accommodation | Accommodation is achieved when we can do the thinking needed to create a new schema or modify an old schema in order to explain a new experience. |
| Assimilation | Assimilation is achieved when we can integrate new experiences into existing schemas. |
| Assumption | Assumption is an idea whose truth can be taken for granted. |
| Assumption Layers | Assumption layers can appear beneath simple assertions. Such layers consist of multiple hidden and unexamined assumptions influenced in turn by one or more value assumptions beneath the whole. |
| Counter claim | Counter claim is a response to a claim with a defense or with another claim. |
| Disequilibrium | The confusion and discomfort felt when a new experience cannot be integrated into existing schemas. |
| Equilibrium | A stable inner feeling of well being that we feel when our thinking enables us to modify or create a new schema that better explains our world. |
| Hidden Assumption | A hidden assumption is an unclear and unstated idea assumed to be true that is integral to a line of reasoning. In an argument, it is a hidden premise that cannot be examined for truth and validity. Blind acceptance of a hidden premise can lead to the acceptance of a false or invalid conclusion. |
| Infer | To use imagination and reasoning to fill in missing facts. To connect the dots. |
| Lateral thinking | Lateral thinking solves problems by reviewing options, overcoming assumptions, and inventing new solutions. Vertical thinking follows more conventional step-by-step logic. |
| Principal claim and reasons | These are the two parts of an argument. The principal claim is the thesis or conclusion. The reasons support this claim through evidence or other claims. A claim is an assertion about something. |
| Schema | Schemas are the mental files in which we store our explanations of experiences. |
| Thesis | A thesis is a short summary statement of an idea that an essay intends to prove. It is also called the thesis statement and controlling idea. |
| Thinking | Purposeful mental activity such as reasoning, deciding, judging, believing, supposing, expecting, intending, recalling, remembering, visualizing, imagining, devising, inventing, concentrating, conceiving, considering. |
| Value or Belief Assumption | Value assumption is a belief that we take for granted, one that rarely questioned or even articulated. Remaining hidden and unexpressed, a value assumption can nevertheless shape a chain of reasoning. |
| Working Assumption | A working assumption is a trial idea, theory, strategy, or hypothesis assumed to be true in order to further an investigation. It is a conscious assumption. |
Assumptions Web Links
| DEFINITION OF ASSUMPTION |
| This entry at wordreference.com explains the many meanings of the word assumption. |
| http://www.wordreference.com/definition/assumption |
| HYPOTHESIS DEFINED - American Heritage Dictionary |
| Compare the definitions of the word hypothesis given at the Merriam-Webster and American Heritage dictionaries. |
| http://www.bartleby.com/61/3/H0370300.html |
| HYPOTHESIS DEFINED - Merriam-Webster Dictionary |
| Compare the definitions of the word hypothesis given at the Merriam-Webster and American Heritage dictionaries. |
| http://www.m-w.com/dictionary/hypothesis |
| JEAN PIAGET |
| This site is available for learning more about Jean Piaget and his theories on cognitive development. |
| http://www.ship.edu/~cgboeree/piaget.html |
| THESIS |
| "How to Write a Thesis Statement." A useful discussion prepared at Indiana University. |
| http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml |
Where Do You Stand?
Where do you stand with regard to critical thinking?
FEET: What do I stand for as a foundation of critical thinking?
STOMACH: What upsets me about critical thinking?
HEART: What do I love about critical thinking?
HANDS: What do I feel about critical thinking?
EARS: What do I hear about critical thinking?
EYES: What do I see about critical thinking?
BRAIN: What do I think about critical thinking?
FEET: What do I stand for as a foundation of critical thinking?
STOMACH: What upsets me about critical thinking?
HEART: What do I love about critical thinking?
HANDS: What do I feel about critical thinking?
EARS: What do I hear about critical thinking?
EYES: What do I see about critical thinking?
BRAIN: What do I think about critical thinking?
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