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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 1.

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:

1 effectively identify , analyze, and evaluate arguments and truth claims

2 to discover and overcome personal preconceptions and biases

3 to formulate and present convincing reasons in support of conclusions

4 to make resonable , intelligent decisions about what to believe and what to do

Exercise 2.

Name 6 standards for critical thinking : clarity, precision, accuracy, relevance,

consistency,logical correctness, completeness, fair

Exercise 3.

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

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

H snap diagnoses

I impartial

J shallow and superficial thinking

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)

-F

-L

-A -N

-E -J -G -C -H -M

-B -D -I

1.2 The benefits of critical

thinking Exercise 4.

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

Critical thinking in the workplace

Critical thinking in life

C

G

I

B J F

A H E

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

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 5.

Put each of the letters (A, B, C ) of these expressions in the correct box of barriers of critical thinking

Egocentrism Sociocentrism Unwarranted

assumptions

Stereotypes Relativism Wishful

thinking

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 6.

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

B Pursue truth and are curious about a

wide range of issues

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

G Fear and resist ideas that challenge their basic beliefs

H Are aware of the biases and preconceptions that shape the way they perceive the world

I Pretend they know more than they do 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

F, K, J, D, H, B , I, C, A, E, G, E

Chapter 2: Recognizing Arguments

 What is an argument?

Exercise 7.

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

B statements in an argument offered as

evidence or reasons in support of another

statement

C the statement in an argument that the

premises are intended to support or

prove

D provide clues that premises are being offered

E a sentence that can be viewed as either true or false

F a claim to be defended with and composed of one or more premises and a conclusion

Argument Statement Conclusion Premise conclusion

indicator

premise indicator

Exercise 8.

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 9.

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 probablyfrom the premises

It is impossible for all the premises to

be true and the conclusion false It is premises tounlikely for the

be true and the conclusion false

It is logically to assert the

premises and deny the conclusion; It is the logically inconsitent to assert

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 4 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.

Ex:

Darby is an excellent dog-sitter Therefore, she would be an excellent baby-sitter.

B PRACTICE

Exercise 1.

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 2.

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 3.

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 4.

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 5.

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 6.

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 7.

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 8.

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 9.

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.

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