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Elements of Critical Thinking
Critical thinking is the ability to analyze arguments or positions in order to assess their strengths and weaknesses. When critically evaluating an argument, one must consider the evidence that is being presented in support of the claim. Is the evidence sufficient? Is it reliable? Are there any gaping holes in the logic? In addition, one must also consider the reasoning that is being used to reach the conclusion. Is the argument valid? Or is it based on fallacious reasoning? By carefully assessing both the evidence and the reasoning behind an argument, one can arrive at a more reasoned and objective opinion. Critical thinking is an essential tool for making sound decisions in all areas of life. When conducting research, it is important to avoid committing logical fallacies and to base ones reasoning on evidenceas this is the essence of critical thinking (Stapleton, 2001). For example, if I begin research by making a strawman argument, I am not going to prove anythingbecause I am not addressing the actual problem.
Evidence can defined as the data or information that is used to support a claim (Kelley, 2013). This can be either direct evidence, which is firsthand evidence that supports the claim, or indirect evidence, which is secondhand evidence that supports the claim. Reasoning can be defined as the process of using evidence to reach a conclusion (Kelley, 2013). This can be either deductive reasoning, which uses specific evidence to reach a logical conclusion, or inductive reasoning, which uses general evidence to reach a probable conclusion. Fallacy can be defined as an error in reasoning that leads to an incorrect conclusion. There are many different types of fallacies, but some common examples include Appeal to Emotion, False Dichotomy, and Strawman Argument (Kelley, 2013). By understanding the difference between these three concepts, you will be better equipped to critically evaluate arguments and make sound decisions.
References
Kelley, D. (2013).The art of reasoning: An introduction to logic and critical thinking.
WW Norton & Company.
Stapleton, P. (2001). Assessing critical thinking in the writing of Japanese university
students: Insights about assumptions and content familiarity.Written communication,18(4), 506-548.
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