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REVISION AND SAMPLE MID-COURSE TEST ON CRITICAL THINKING A REVISION ON THEORY Chapter 1: Introduction to Critical Thinking 1.1 What is critical thinking? Exercise Complet the definition of Critical thinking with expressions given in the box below Critical thinking is the general term given to a wide range of cognitive skills and intellectual dispositions needed to: effectively identify ., analyze, and evaluate arguments and truth claims to discover and overcome personal preconceptions and biases to formulate and present convincing reasons in support of conclusions to make resonable , intelligent decisions about what to believe and what to evaluate overcome reasonable intellectual convincing formulate identify cognitive Exercise Name standards for critical thinking : clarity, precision, accuracy, relevance, consistency,logical correctness, completeness, fair Exercise Put each of the letters (A, B, C ) for expressions in the correct box of these four standards of critical thinking A to draw well-founded conclusions from the beliefs we hold B openminded H snap diagnoses I impartial J shallow and superficial thinking C sketchy directions D free of distorting biases and preconceptions E prefer deep and complete thinking F avoid saying one thing and doing another G hasty jury deliberations K avoid saying or believing that cannot both or all be true L to reason from asserted beliefs to conclusions that logically follow from them M prefer thorough and wide-ranging discussion of the issues N to reason correctly Consistency (2) Logical corectness (3) Completeness (6) Fairness (3) -K -L -F -A -N -E -B -J -D -G -I -C -H -M 1.2 The benefits of critical thinking Exercise Put each of the letters (A, B, C ) of these expressions in the correct box of benefits of critical thinking Critical thinking in the classroom C G I Critical thinking in the workplace B J F A avoid making foolish personal decisions B good thinking and communication skills C understanding the arguments and beliefs of others in the related issues in lessons D quick learners who can solve problems, E promote democratic processes by improving the quality of public decision making Critical thinking in life A H E F communicate their ideas clearly and effectively generalized thinking and problem-solving skills G critically evaluating those arguments and beliefs in the related issues in lessons H avoid such mistakes by teaching us to think about important life decisions more carefully, clearly, and logically I developing and defending one’s own well-supported arguments and beliefs J gather and analyze information from data for a project 1.3 Barriers to critical thinking Exercise Put each of the letters (A, B, C ) of these expressions in the correct box of barriers of critical thinking Egocentrism Sociocentrism Unwarranted Stereotypes Relativism Wishful assumptions thinking D A F B E C A hasty generalizations about a group of people in which identical characteristics are assigned to all or virtually all members of the group B tendency to see one’s culture or group as being better than others and to conform, often unthinkingly, to authority or to group standards of conduct and belief C believing something because it makes one feel good, not because there is good reason for thinking that it is true D the tendency to accept and defend beliefs that accord with one’s own self-interest the tendency to overrate oneself E the view that truth is a matter of individual opinion F things we take for granted without good reason 1.5 Characteristics of a critical thinker Exercise Put each of the letters (A, B, C ) of these expressions in the correct box of critical thinkers and uncritical thinkers Specification of critical thinkers and uncritical thinkers A Lack awareness of their own biases and preconceptions G Fear and resist ideas that challenge their basic beliefs B Pursue truth and are curious about a wide range of issues H Are aware of the biases and preconceptions that shape the way they perceive the world C Often base beliefs on mere personal preference or selfinterest D Base their beliefs on facts and evidence rather than on personal preference or self-interest E Tend to engage in “groupthink,” uncritically following the beliefs and values of the crowd I Pretend they know more than they and ignore their limitations J Are intellectually honest with themselves, acknowledging what they don’t know and recognizing their limitations K Are skilled at understanding, analyzing, and evaluating arguments and viewpoints F Have a passionate drive for clarity precision, accuracy, and other critical thinking standards L Tend not to persevere when they encounter intellectual obstacles or difficulties Critical thinkers Uncritical thinkers F, K, J, D, H, B , I, C, A, E, G, E Chapter 2: Recognizing Arguments  What is an argument? Exercise Put each of the letters (A, B, C ) of these expressions in the correct box of components of an argument A provide clues that conclusions are being offered D provide clues that premises are being offered B statements in an argument offered as evidence or reasons in support of another statement E a sentence that can be viewed as either true or false C the statement in an argument that the premises are intended to support or prove Argument F Statement E Conclusion C F a claim to be defended with and composed of one or more premises and a conclusion Premise B conclusion indicator A premise indicator D Exercise Why reports, unsupported assertions, conditional statements, illustrations and explanations are not arguments?  Reports - Convey information about a subject, a series of events, narrate and inform, not to offer reasons  Conditional statements - They are not arguments - They can be parts of arguments  Illustrations - Provide examples of a claim, rather than prove or support the claim - Their purpose is not to provide convincing evidence for a conclusion  Explanations - Try to show why something is the case, not to prove that it is the case - You can argue about whether a given explanation is or is not correct Capital punishment should be abolished because innocent people may be mistakenly executed (Argument: to provide convincing evidence for the abolishment of capital punishment)  Unsupported statements Statements which can be true or false about what a speaker or writer happens to believe, but they are parts of arguments only if the speaker or writer claims that they follow from, or support, other claims Chapter 3: Basic Logical Concepts Deduction and Induction Exercise Fill in the blank with the words/expressions that define deductive argument claim and inductive argument claim Deductive arguments claim If the premises are true, then the conclusion .must be true If the premises are true, then the conclusion probably true The conclusion follows necessarily from the premises The conclusion follows probably from the premises It is impossible for all the premises to be true and the conclusion false It is unlikely for the premises to be true and the conclusion false It is logically inconsitent to assert the premises and deny the conclusion; It is logically to assert the premises and deny the conclusion; if you accept the premises, you .must accept the conclusion is probably true .if the premises are true Exercise 10 Name tests for determining an argument as deductive or inductive - The indicator word test - The strict necessity test - The common pattern test - The principle of the charity test Exercise 11 Name common patterns of deductive reasoning • • • • • hypothetical syllogism categorical syllogism argument by elimination argument based on mathematics argument from definition Exercise 12 Name common patterns of inductive reasoning - - - Inductive generalization ( based on information about some members of a particular class) Ex: The left-handed people I know use left-handed scissors; therefore, all left-handed people use left-handed scissors Ex: 60% of the 2004 people polled voted for Bush Therefore, 60% of all voters voted for Bush Predictive argument This is where you might draw a conclusion about the future using information from the past For example: In the past, ducks have always come to our pond Therefore, the ducks will come to our pond this summer Argument from authority Richard Dawkins, an evolutionary biologist and perhaps the foremost expert in the field, says that evolution is true Therefore, it's true Most of what Stephen Hawking has to say about the universe at the time of the Big Bang is correct Stephen Hawking says that the universe was more highly ordered at the time of the Big Bang it is today So, the universe was more highly ordered at the time of the Big Bang than it is today - - - Causal argument Ex: Low-speed limits are correlated with fewer traffic accidents Therefore, low-speed limits cause people to get into fewer traffic accidents Statistical argument (This type of inductive reasoning utilizes statistical data to draw conclusions.) Ex: 90 percent of the sales team met their quota last month Pat is on the sales team So, Pat likely met his sales quota last month Argument from analogy Ex: Darby is an excellent dog­sitter. Therefore, she would be an excellent baby­sitter B PRACTICE Exercise Write an argument (your own one) for the logical pattern or form below Premise 1: If A then B Premise 2: A Conclusion: Therefore, B Exercice Write down the logical pattern or form for the following argument: Premise 1: If we don’t stop for gas soon, then we’ll run out of gas Premise 2: If we run out of gas, then we’ll be late for the wedding Conclusion: Therefore, if we don’t stop for gas soon, we’ll be late for the wedding What is the name/kind of this argument? Chain argument Exercice Write down the logical pattern or form for the following argument: Premise 1: If we’re in Sacramento, then we’re in California Premise 2: We’re not in California Conclusion: Therefore, we’re not in Sacramento What is the name/kind of this argument? Modus tollens ( denying the consequent) Exercice Write down the logical pattern or form for the following argument: Premise 1: All oaks are trees Premise 2: All trees are plants Conclusion: So, all oaks are plants What is the name/kind of this argument? Categorical syllogism Exercice What kind of argument is it? Provide your explanation for determining the kind of argument Premise 1: Six montshs ago I met a farmer from Iowa, and he was friendly Premise 2: Four months ago I met an insurance salesman from Iowa, and he was friendly Premise 3: Two months ago I met a dentist from Iowa, and she was friendly Conclusion: I guess most people from Iowa are friendly Based on mathematics Exercice What kind of argument is it? Provide your explanation for determining the kind of argument Premise 1: If Amy comes to the party, Ted will come to the party Premise 2: Amy will come to the party Conclusion: Therefore, Ted will come to the party Affirming the consequent Exercice What kind of argument is it? Provide your explanation for determining the kind of argument Premise 1: Cats are animals Premise 2: Tom is a cat Conclusion: Therefore, Tom is animal From definition Exercice Premises: a Anything that meows is a cat b Dogs don't meow c All cats meow d Most cats meow Choose one of the premises given above to complete the following deductive argument Premise 1: Premise 2: Puff is a cat Conclusion: So Puff meows Exercice Premises: Choose one of the premises given above to complete the following inductive argument You may add an indicator word to make the inductive argument explicit Premise 1: Premise 2: Puff is a cat Conclusion: So Puff meows Exercice 10 Premises: a Cheerleaders get in free to the football games b Cheerleaders are expected to attend all football games c Suzy is dating Tom, who is the football captain d All cheerleaders attend all football games Choose one of the premises given above to complete the following deductive argument Premise 1: Premise 2: Suzy is a cheerleader Conclusion: So Suzy goes to all the football games Exercice 11 Premises: a Cheerleaders get in free to the football games b Cheerleaders are expected to attend all football games c Suzy is dating Tom, who is the football captain d All cheerleaders attend all football games Choose one of the premises above given to complete the following inductive argument You may add an indicator word to make the inductive argument explicit Premise 1: Premise 2: Suzy is a cheerleader Conclusion: So Suzy goes to all the football games Exercice 12 Premises: a The garbage is a bad thing for Spot to get into b Whenever Spot gets into the garbage, Dick hits him c Whenever Dick hits Spot, Spot was in the garbage d Spot got into the garbage Choose one of the premises above given to complete the following inductive argument You may add an indicator word to make the inductive argument explicit Premise 1: Premise 2: If Spot gets into the garbage, Dick will hit him with a newspaper Conclusion: So Dick will hit Spot Exercise 13 Premises: a Only Presidents make important speeches on television b When the President makes an important speech on television, he's on every channel c When the President is on every channel on TV, he's making an important speech d Presidents only make important speeches Choose one of the premises given to complete the following inductive argument You may add an indicator word to make the inductive argument explicit Premise 1: Premise 2: The President is on every channel on television Conclusion: So he must be making an important speech