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Mastering the Fundamentals |
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2 | (2) |
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Critical thinking is crucial |
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4 | (2) |
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6 | (3) |
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9 | (1) |
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10 | (3) |
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13 | (2) |
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15 | (2) |
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17 | (1) |
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18 | (1) |
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A comprehensive thinking strategy |
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19 | (8) |
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19 | (1) |
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Step 2: Record your observations |
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20 | (2) |
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Step 3: Address relevant questions |
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22 | (5) |
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27 | (3) |
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Understanding individuality |
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30 | (2) |
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Knowing your attitudes and values |
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32 | (3) |
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Knowing your mental habits |
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35 | (4) |
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Some characteristics of critical thinkers |
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39 | (10) |
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Critical thinkers are honest with themselves |
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39 | (1) |
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Critical thinkers resist manipulation |
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40 | (1) |
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Critical thinkers overcome confusion |
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40 | (1) |
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Critical thinkers ask questions |
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41 | (1) |
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Critical thinkers take the time to produce many ideas |
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41 | (1) |
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Critical thinkers base their judgments on evidence |
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42 | (1) |
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Critical thinkers acknowledge complexity |
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42 | (1) |
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Critical thinkers look for connections between subjects |
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43 | (1) |
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Critical thinkers are intellectually independent |
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43 | (6) |
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49 | (3) |
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Evaluating Longer Arguments |
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52 | (17) |
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Step 1: Understand the argument |
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54 | (1) |
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54 | (1) |
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Read with the main idea in mind |
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54 | (1) |
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54 | (1) |
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55 | (4) |
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Step 2: Seek out competing views and additional evidence |
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59 | (2) |
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Step 3: Sort out disagreements |
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61 | (2) |
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Step 4: Test the argument for reasonableness |
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63 | (1) |
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63 | (1) |
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64 | (5) |
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69 | (3) |
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Recognizing Errors in Thinking |
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72 | (1) |
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73 | (4) |
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``Mine is better'' thinking |
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73 | (1) |
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74 | (1) |
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Gullibility and skepticism |
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74 | (1) |
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Bias toward the majority or the minority |
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74 | (1) |
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74 | (1) |
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Bias for or against change |
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75 | (1) |
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75 | (2) |
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77 | (6) |
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77 | (1) |
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77 | (1) |
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Overgeneralizing or stereotyping |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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Failure to make a distinction |
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79 | (1) |
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79 | (4) |
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83 | (5) |
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83 | (1) |
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Shifting the burden of proof |
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84 | (1) |
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84 | (1) |
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84 | (4) |
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88 | (1) |
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89 | (3) |
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Applying Critical Thinking |
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Thinking critically about television programming |
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92 | (7) |
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Thinking critically about magazines |
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99 | (2) |
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Thinking critically about newspapers |
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101 | (2) |
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Thinking critically about music |
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103 | (2) |
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Thinking critically about commercials |
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105 | (4) |
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105 | (1) |
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105 | (1) |
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106 | (1) |
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106 | (1) |
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106 | (1) |
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106 | (3) |
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Thinking critically about print advertising |
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109 | (2) |
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Thinking critically about the Internet |
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111 | (4) |
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111 | (1) |
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What function does the site serve? |
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111 | (1) |
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Which statements are fact and which are opinion? |
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111 | (1) |
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Where can statements of fact be confirmed? |
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112 | (1) |
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How widely shared in this opinion? What do authorities on the subject think of it? |
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112 | (1) |
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Is the reasoning behind the opinion logical? |
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112 | (1) |
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Does the evidence support the opinion? |
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112 | (3) |
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115 | (3) |
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Expressing Ideas Persuasively |
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118 | (1) |
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Guidelines for persuasion |
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119 | (3) |
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Guideline 1: Complete the thinking process first |
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119 | (1) |
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Guideline 2: Understand your audience |
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120 | (1) |
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Guideline 3: Support your judgments with evidence |
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120 | (1) |
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Guideline 4: Choose a suitable organization |
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120 | (1) |
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Guideline 5: Express your ideas effectively |
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121 | (1) |
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Guideline 6: Proofread your composition for acceptable punctuation, grammar, and usage |
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121 | (1) |
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Being persuasive in school |
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122 | (1) |
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Being persuasive in the workplace |
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123 | (1) |
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Being persuasive in the community |
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124 | (1) |
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Being persuasive in relationships |
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125 | (4) |
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129 | (2) |
| Epilogue: Make the End a Beginning |
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131 | (1) |
| Bibliography |
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132 | (2) |
| Index |
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134 | (2) |
| About the Author |
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136 | |
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