Essay
Part Iwhen Looking For Information Abou
When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to "believe"—or at least consider—the reasons for an opposing view on an issue. You will first read a book excerpt about critical thinking processes: "The Believing Game and How to Make Conflicting Opinions More Fruitful" at Next, review the Procon.org website to gather information, and then engage in prewriting to examine your thoughts.
Select one of the approved topics from the website and state your position on the issue. Identify three premises (reasons) listed under either the Pro or Con section—whichever side opposes your position. For each of these three premises, answer the following “believing” questions suggested by Elbow: What's interesting or helpful about this view? What would I notice if I believed this view? In what sense or under what conditions might this idea be true?
Your paper should include an introductory paragraph and a concluding paragraph. Each body paragraph should have a topic sentence and supporting sentences. Follow standard rules for English grammar, punctuation, mechanics, and spelling. The assignment must be typed, double-spaced, using Times New Roman font size 12, with one-inch margins on all sides. Citations and references must follow APA Style format. Include a cover page with the assignment title, your name, your professor’s name, the course title, and the date. The cover page and references page are not included in the main page length.
Paper For Above instruction
This assignment is designed to develop and demonstrate critical thinking skills by engaging students in examining opposing viewpoints through the "Believing Game." The core task involves selecting a contentious issue from the Procon.org website, taking a stance on it, and then analyzing the premises opposing that stance. Critical thinking, especially the ability to understand and consider contrasting perspectives, is essential in fostering informed and nuanced viewpoints, which are vital for academic and real-world decision-making processes.
Initially, students should choose a topic that interests them from those available on the Procon.org platform. After establishing their position, they are tasked with identifying three reasons presented by the opposing side—the side they do not agree with. The exercise then encourages reflection on these premises through a series of questions aimed at fostering understanding and empathy: What is valuable or insightful
about this opposing view? What implications or realizations might occur if one were to accept this perspective? Under what conditions might these premises hold true? This reflective process helps students to appreciate the complexity of issues, reduce bias, and enhance critical thinking.
The structured approach, including drafting an introduction and conclusion, ensures clarity and cohesion in communication. The inclusion of supporting evidence and proper citations following APA format reinforces academic integrity and research skills. This practice not only sharpens analytical abilities but also prepares students for more advanced critical evaluation, synthesis, and argumentation tasks. Ultimately, this exercise emphasizes that understanding opposing viewpoints is not about agreement but about enriching one’s perspective and honing the ability to think critically and empathetically.
References
Elbow, P. (2015). The Believing Game and How to Make Conflicting Opinions More Fruitful. In *The Art of Thinking Clearly* (pp. 45-67). Springer.
ProCon.org. (2023). Various Topics. Retrieved from https://www.procon.org/
Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Brookfield, S. D. (2012). Teaching for Critical Thinking. Jossey-Bass.
Lipman, M. (2003). Thinking in Education. Cambridge University Press.
Norris, S. P. (2011). Guide to Critical Thinking. Routledge.
Moore, B. N., & Parker, R. (2018). Critical Thinking. McGraw-Hill Education.
Facione, P. (2013). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
Kuhn, D. (2018). Education for Critical Thinking. Harvard University Press.