Lecture 1 (reasoning)

Question 1

Knowledge and its functionality? 1+2

Answer 1

→ knowledge is dynamic in the sense that we make our own meaning of it and devise our own way of using it

→ learned knowledge helps construct our own knowledge structures

→ existing knowledge is used when learning to understanding stuff better

Question 2

What’s critical thinking? 1->3

Answer 2

• using cognitive skills that increase the probability of a desirable outcome requiring purposeful, reasoned, and goal-directed thinking

Question 3

What are the pillars of critical thinking? 3

Answer 3

• critical attitude/disposition
• knowledge
• thinking skills (reasoning, analyzing arguments, reflection)

Question 4

what’s critical about critical thinking? 1->2

Answer 4

evaluation of:
- the thinking process
- how well a problem was solved

Question 5

What’s nodirective/automatic thinking?

Answer 5

goal directed thinking without concsious evaluation

Question 6

What’s the goal of cognitive process instruction?

Answer 6

to use the knowledge we have about human thinking in ways that can help people improve how they think

Question 7

What are the steps of learning critical thinking? 4

Answer 7

1. explicitly learning the skills for critical thinking
2. developing the disposition for effortful thinking and learning
3. engaging in learning activities that increase the probability of transfer to different contexts
4. explicit metacognitive monitoring

Question 8

What are the 2 assumptions when instructing critical thinking?

Answer 8

→ definable thinking skills exist that students can be taught to understand and use

→ if used, these thinking skills will make the student a more effective thinker

Question 9

What are the necessary attitudes/dispositions for successful critical thinking? 6

Answer 9

1. willingness to plan (prevent habitual and impulsive ineffective responses)
2. flexibility (changing how one thinks about topics and considering new points of view while also seeking new information)
3. persistence
4. willingness to self-correct, admit errors, and change your mind when the evidence changes
5. being mindful (drawing new distinctions and avoiding automatic thinking)
6. seeking ways to achieve consensus between groups without adopting the majority opinion and by using compromise when people express doubts

Question 10

How can transfer of training be achieved? (1+1)

Answer 10

→ use of context dependent recall cues that facilitate critical thinking
→ transfer helps perceive the underlying structures of the situation

Question 11

What’s metacognition and what is its role in critical thinking?

Answer 11

• metacognition is the act of thinking about our own thoughts
• metacognition is important to monitor and evaluate the thinking process on success

Question 12

What is scientific thinking?

Answer 12

• thinking about the content of science

Question 13

What does the argumentative theory of reason state?

Answer 13

predicts that reasoners, when they produce arguments, are biased and lazy, but, when they evaluate others’ arguments – particularly arguments that challenge their views – they are demanding
but objective

Question 14

what is the goal of arguments?

Answer 14

to persuade people by providing reasons to believe a claim is true

Question 15

What 3 components are essential for good argumentation?

Answer 15

1. Open-mindedness
2. intellectual courage (being willing to engage in debate and to have one’s own beliefs examined)
3. intellectual autonomy

Question 16

What are the 5 steps in argument assessment?

Answer 16

1. Develop a critical disposition
2. Learn to recognize (the elements of) arguments
3. Learn to reconstruct arguments
4. Logical assessment
5. Factual assessment

Question 17

What is a rhetoric?

Answer 17

attempts to persuade someone for believing, desiring or doing something by reliying on the persuasive power of words instead of sound reasons

Question 18

What are propositions in an argument? 1+2

Answer 18

• a proposition is the factual contents of a declarative sentence that make up the argument
• conclusion: primary claim, what we are trying to convince others that it is true
• premises: supporting claim, the part that givesus reasons to accept the argument

Question 19

What is the standard form of an argument? 3

Answer 19

• clearly lists the individual premises of an argument and allows for comparisons between arguments
• premises are separeted from the conclusion by a line (inference bar)
• setting the argument into standard form is the process of argument reconstruction

Question 20

what are the steps of argument reconstruction? 5

Answer 20

• identifying conclusion
• identifying premises
• numbering premises and writing them out
• drawing inference bar
• writing out conclusion with a ‘C’ in front

Question 21

what are some tips for identifying conclusions? 5

Answer 21

1. identifying main point of the speech/text
2. rewrite premises as declarative sentences
3. conclusions from one argument may be used as premises in another (extended arguments)
4. conclusion indicators (e.g. therefore, thus) - these should not be included in standard form
5. explicit conclusions are stated by the speaker, implicit conclusions are left unstated

Question 22

what are some tips for identifying premises? 6

Answer 22

1. asking yourself what the speaker’s reasons for believing their conclusions are
2. understanding that premises can be controversial or bad
3. arguments can be embedded in language which is not part of the argument
4. premise indicators may be used (e.g. my reason is) - these should not be included in standard form
5. context helps identifying premises
6. speakers may include hidden premises in their argumentation

Question 23

explanations vs arguments?

Answer 23

• explanations are attempts to illustrate why something is the case not that something is the case
• explanations assume that the audience already accepts the claim

Question 24

how are intermediate conclusions used?

Answer 24

Extended arguments use the intermediate conclusion from one argument as the premise of another