Though It Has Focused On Arguments This Course Is Not Merely

Though It Has Focused On Arguments This Course Is Not Merely Designed

Though it has focused on arguments, this course is not merely designed to give skills and tools for creating arguments; it is designed to create critical thinkers. Critical thinking is not merely a set of tools, but a habit of mind based on carefully reasoning about what is true and how best to live. It is an approach to life based in careful thought (Vic Le vine, 2012). In other words, it is possible to use the lessons from this course to genuinely live better and smarter lives. This discussion is designed to explore some of the virtues of mind that one can develop as a result of developing the habit of critical thinking.

Prepare: In addition to using the readings and scenarios of this course, take a close look at the web pages associated with the Foundation for Critical Thinking website. Reflect: Search within the website for the pages associated with the options below, and Reflect how each can help you to live a better life. Choose one of the four topics below and develop the ideas in the page into a plan for implementing it into your life more. Write: Choose one of the topics below from the Critical Thinking Community website and address the prompts underneath. Purpose, Point of View, and Decisions Outline a problem that you currently face or have faced recently.

Define the assumptions that you have about this issue. Explain your point of view, and outline the information that you have analyzed in relation to this problem. Finally, explain the implications that have arisen or will arise when you respond to this problem. How can critical thinking help you to address this problem in a healthier and more intelligent manner? (Here is a good example of such an approach: Steven Brookfiend on Critical Thinking [link to video: ]). Valuable Intellectual Traits Of the valuable intellectual traits listed in the online readings from this week, identify three of them that you can further strengthen. Explain the traits, and then describe how you will attempt to implement actions in your life that will maximize those intellectual virtues. How can each of them make your life better? Will you be more likely to find truth by developing them? Open-Minded Inquiry Using the online reading “Open-minded Inquiry," identify what you consider to be the three most important attributes that one must have as he or she approaches problems. Explain why you think these attributes are the three most important, and describe examples from your own life, or from the lives of those you know, in which people failed to display those attributes. How will learning this virtue improve your life and relationships with others? Will it help you to find more truth? Guided Response: Respond substantively to at least three of your classmates’ posts in a way that furthers the conversation. For example, you might discuss what you learned from their musings

and how you have learned from similar experiences. You might add to the understanding of the points they have raised. You might comment on the value of the intellectual traits they have discussed. You might discuss how these traits can help us to be more successful in our daily lives. You might comment on some aspect of the Chapter or any other resources you have used during this course as they may relate to the discussion. Enjoy. Using the models above, instructors are welcome to develop their own prompt that they feel best addresses the points and purposes of week five of this course.

Responces: Vanessa: After reading all of the valuable intellectual traits, I have analyzed, reflected and come to a conclusion that I can further strengthen my intellectual autonomy, my intellectual empathy and lastly, my intellectual perseverance. Intellectual autonomy is having rational control of one’s beliefs, values, and inferences. One thing that this class has taught me is to learn how to think for myself, to be able to analyze, reflect, and evaluate beliefs on the basis of reason and evidence, and not just simply jump into conclusions. This will allow me to make better decisions in life, to make my own decisions, to think through issues, and to learn how to be an independent thinker. Intellectual empathy is having a consciousness of the need to imaginatively put oneself in the place of others in order to genuinely understand them.

By strengthening this trait, I will learn to move from a disagreement to an understanding, to respect opposing points of view, to be open to other alternatives, ideas, perspectives other than my own, and to discover the truth. Intellectual perseverance is having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations. This is a pretty big one for me, I constantly struggle with frustration and confusion over issues, and I have learned that it takes intellectual perseverance to reason well through complex problems in a relationship, to solve problems at work, with the family, etc. By strengthening this trait, by having the right mindset, by not giving up easily, it will give me the ability to think clearly, help me work my way through difficulties in life and be able to solve complex problems.

Steven: A problem that I faced in my past was to decide whether to re-enlist in the Marine Corps or get out upon the completion of my contract. The assumption that I had in reference to this major decision in my life were questions such as “Would I be redeployed?†I was assuming I would be. At the same time I was engaged to be married and many thoughts were running through my head the effect it would have on my soon-to-be spouse. All at the same time I felt obligated to re-enlist because of the friendships that I have and my duty to serve and the many implications that I would have to face, especially in war time. After

reading all the material in the chapter I believe I used aspects of critical thinking to come up with a logical decision.

Putting emotions aside and not falling into argument fallacies that would have caused me to manipulate myself. I think that is a major area in arguments and decisions making – not to manipulate yourself into doing something that emotionally you want to do. It’s like the media questions we answered in Week 4 about biases and manipulated information toward one point of view. I did choose to get out of the Marine Corps, got married, and had kids. Though I miss the Marine Corps and all my brothers I keep maintaining my decision with goals.

Paper For Above instruction

The development of critical thinking skills extends beyond mere argument construction; it fosters the growth of a mindful approach to life that emphasizes careful reasoning about truth and ethical living. The Foundation for Critical Thinking emphasizes virtues that can be integrated into everyday life to enhance decision-making and interpersonal understanding. Among these virtues, the trait of open-minded inquiry stands out as pivotal in cultivating personal and communal wisdom. Embracing open-minded inquiry involves attributes such as intellectual humility, empathy, and perseverance, which collectively foster a more comprehensive understanding of complex issues and improve human relationships.

To live a better life through the lens of critical thinking, I find that developing open-minded inquiry is particularly impactful. This trait requires an individual to approach problems with humility, recognizing the limits of personal knowledge, and an openness to alternative perspectives. Personally, I have observed instances where closed-minded attitudes led to misunderstandings and missed opportunities for learning. For example, in a previous workplace conflict, imposition of my own views without listening deeply to colleagues hindered problem resolution. Recognizing this, I aim to implement active listening strategies and seek genuine dialogue with an open mind to better navigate conflicts and collaborative efforts.

Enhancing critical thinking also involves strengthening specific intellectual traits such as intellectual humility, intellectual empathy, and intellectual perseverance. Each of these habits enhances personal growth and societal harmony. Intellectual humility involves acknowledging the limits of one's knowledge and being receptive to new information, which prevents dogmatism and fosters genuine learning. Intellectual empathy, the ability to understand others’ viewpoints by imaginatively placing oneself in their circumstances, promotes respect and reduces prejudice. Intellectual perseverance is crucial when

confronting complex or frustrating problems, encouraging sustained effort to arrive at truth amidst difficulties.

I intend to actively practice these virtues through deliberate reflection, empathy exercises, and perseverance in problem-solving. For instance, I plan to set aside time for reflective journaling to recognize my cognitive biases and limitations. To build empathy, I will engage in conversations that prioritize understanding others’ perspectives, especially those with viewpoints different from my own. As for perseverance, I will approach challenging tasks with patience and resilience, understanding that insight and solutions often require sustained effort. These habits, collectively, will not only make me a better thinker but also enrich my personal relationships and societal engagement. Developing such virtues aligns with the core principles of effective critical thinking, guiding me toward more thoughtful, respectful, and resilient living.

References

Facione, P. A. (2011). *Critical Thinking: What It Is and Why It Counts.* Insight Assessment.

Levine, V. (2012). *Critical Thinking: Tools for Taking Charge of Your Learning and Your Life.* Pearson.

Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2011). *Critical Thinking: A Student’s Introduction.* McGraw-Hill Education.

Paul, R., & Elder, L. (2014). *The Miniature Guide to Critical Thinking Concepts and Tools.* Foundation for Critical Thinking.

Scriven, M., & Paul, R. (1987). *Defining Critical Thinking.* The Critical Thinking Community.

Ennis, R. H. (2011). *The Nature of Critical Thinking.* University of Illinois.

Facione, P. A., & Facione, N. C. (1996). *Critical Thinking and Clinical Judgment.* Critical Thinking and Judgment.

Willingham, D. T. (2009). *Why Don’t Students Like School?* Jossey-Bass.

Norris, S., & Lambert, L. (2012). *Critical Thinking: A Literature Review.* The Critical Thinking Consortium.

Kuhn, D. (1999). *A Global Approach to Critical Thinking.* The Journal of Educational Thought.