Week 11- The Application of Six Thinking Hats

Week 11

The Application of Six Thinking Hats

            This week i had learned a very interesting topic which is six thinking hats. This topic actually about  a strategy requires people to extend their way of thinking about a topic by wearing a range of different “thinking” hats. This strategy that was created by Edward de Bono. Basically, this strategy requires people to extend their way of thinking about a topic by wearing a range of different “thinking” hats. He uses thinking “hat: metaphor because of familiar expressions like “put on your thinking hat.” Putting on a hats means it switches the thinker’s attention to that specific mode to simplify the process. For switching hats just redirects thinking to another mode. There are 6 colors of thinking hats which are white, blue, black, yellow, green and red.

            Now, I'm proceed to elaborate the characteristic of people  about each of the colors of the hat and from here I will know what kind of people they are . 

Firstly, white hat means cold and neutral. With this hat, you will not make any judgments. You will just convey information and the one that provides facts, figures and objective information. Usually, people in white hat always avoiding them self  from involving in any argument.  For example, when I'm asking people who such wearing  white thinking hat that means she/he will only focus on the information and not the arguments. She/he will directly  look what information is available, what is needed and how to obtain it.

  Secondly, red color. For me red is a warm and 'hot' color. It has to do with the feelings, intuitions, hunches and emotions. The red hat represents ANGER emotion and strong.  It gives the thinker permission to put their feelings forward about the subject. For example, when I was asked people who such wearing red hat, they will confess their feelings about the subject. 

Thirdly, is about black color which is show gloomy and negative effect. It is a color of authority and prevents mistakes by urging caution.The black hat is for the people who examine every possible action. They will have a role why something will not work. For example, when I'm wearing black hat that means I will always be putting negative elements during the discussion. Actually, black hat is very valuable because it may make me more cautions in every idea that I have and avoiding me  to do any mistake in future, but at the same time it can also create a problem like it can easily kills creative idea with negative thoughts.  

Yellow is a color that looking for potential benefits based on constructive thoughts. The yellow hat provides constructive and generates proposals and suggestions.

Green is a symbol of vegetation/ grass. It will result in making new ideas. The green hat wearer will look for new ideas or possibilities. They will find a way to find new creative ideas for the problem. For example, when you are in a meeting, you will need someone to find new ideas. They will be the person who think of new ideas and make it better.

The last one is blue. Blue means that you are looking from a higher and a wider perspective to see whether you are addressing the right issue. Usually the person who wear blue hat is the person who are in charge such as a chairman or an organizer. They will be the person who are organizing and controlling the process.

For conclusion, this topic is really helpful for me and for my assignment. It will be more helpful if it is a group assignment. It help us how to solve the problem quickly and effectively. The entire group member plays different roles. Sometimes there will be an argument but we quickly with these thinking hats. With everyone wearing different hats, it making us more away about the wider picture of the problem. So, this topic is really helpful in daily life.

week 10 - Application of Thinking

Week 10

Application of Thinking

This week I discover about thinking. The dimensions of thinking are critical thinking and creative thinking. We need to give a serious attention to some situation where we will face dilemma.

Problem solving is the process of working through details of a problem to reach a potential solution. It may include mathematical or systematic operations and can be a gauge of an individual’s critical thinking skills. There are common differences between problem solving and decision making. Problem solving looking at the problem in details; determines the cause of the problem and involves different techniques of thinking in identifying potential solutions. While decision making is the objectives must first be established, alternative action must be developed and evaluated against all the objectives and involves various decision making techniques tools.

Next, we are cover about 14 PS techniques. First is abstraction which solves the problem in a model before applying it to the real system. Analogy is using a solution that solves an analogous. Then, brainstorming suggests large number of solutions and combining and developing them until an optimum is found. Divide and conquer is breaking down a large, complex problem into smaller, solvable problems. Hypothesis testing is assuming a possible explanation to the problem and trying to prove. Lateral thinking is approaching solutions indirectly and creatively. Means-ends analysis is choosing an action at each step to move closer to the goal.

Moreover, method of focal objects is synthesizing non-matching characteristics of different objects into something new. Morphological analysis is assessing the output and interactions of an entire system. Proof is tried to prove that the problem cannot be solved and the point where the proof fails will be the starting point for solving it. In addition, reduction is transforming the problem into another problem for which solutions exist. Research is employing existing ideas or adapting existing solutions to similar problems. Root cause analysis is eliminating the cause of the problem. Lastly, trial-and-error is testing possible solutions until the right one is found.

Besides that, we discover about DAID Model which is a problem solving model. It is applying 4 steps which are defining the problem, analyse the problem, identify the possible solution and decide on the most appropriate alternative. Before we try to solve a problem, we need to know what a problem is. In analysing the problem, we must try to understand the problem from all angles and we can use WH questions. The advanced method is Kepner-Tregoe Analysis which developed to explore a systematic list of questions when analysing problem. In stage 3, make a list of all the possible actions could take in order to make the problem disappear. Last stage, we need to choose a solution that possessed mast advantage and least disadvantage.

On the other hand, brainstorming technique is important in problem solving. The functions of brainstorming are find innovative solutions, leverage individual’s creativity, motivate to higher plateau of thinking, create opportunity/platform to express uncultivated ideas and to extract ideas from diversity of group members. There are several guidelines to leading brainstorming session. First of all, brief the team on the problem’s background & post the problem definition statement. Then, review the 3 brainstorming rules; generate as many solutions as possible, wild ideas are encouraged, no criticism is allowed. Third, perform creative thinking warm-up exercise. Conduct the brainstorming, end the session; collect all ideas and lastly thank and dismiss the team.

The insights I gained this week is very useful to me because I learnt lot of thing about thinking skills. I rate 4 for the question I can remain focused on the exact requirements of an activity. For this question I have improve my rating from 3 to 4. I have increased my rating from 0 to 2 for I can offer criticism without feeling this makes me a bad person. Now I am open- minded in receiving criticism. I can see my improvement from 2 to 4 for the question; I find it easy to separate key points from other material. These are what I discover from this week’s lesson.

week 9 - Thinking Critically About The Media

Week 9

Thinking Critically About The Media

This week I really learn about an interesting topic which is media. As a critical thinker I should aware of the presence and power of media. First thing we look at suggestion in daily life. We use suggestion to create an impression in our personal lives which help us to look better in some way that we actually are. In professional world, the power of suggestion is worked out in different industry. Also, not forget to media. Suggestions in media are two different types, suggestion in electronic media and suggestion in print media.

Mass media include all print and electronic media intended to inform, entertain and much more. News media acts as middle agent as a bridge between us and the world of events occurring around us. News media takes advantage of viewer’s unwillingness to think rigorously and deliver the news in non-contextual but entertaining manner.

When we watch news programs or talk shows, we must aware on the selection of issues, the use of time, use of language, the nonverbal element of clothing and camera angle and distance. One method to attract and entertain viewers is called sensationalism which they choose interesting stories. This is what we say about the selection of issues. When we consider about time factor, there are two elements of time that can influence viewers which are placement of stories and quantity of time for coverage.

The use of language plays an important role because the use of reporter’s language can affect the audience perception of an issue. Nonverbal element of clothing means the way someone is dressed helps us to suggest his character and appropriateness for a given role. Camera angle and distance can influence audience to focus on the news or talk shows.

Next we move to suggestion in print media. As a critical thinker I can be a responsible reader when I consider the use of headline, balance of reporting on issue, fairness in editorial essays and letters, photo composition.

Headlines are important because many readers read the headline and going back to read the article when they are interest in that. Balance of reporting on issue is the selection and arrangement of news are important to cover and what page they appear. Fairness in editorial essays and letters means as a critical thinker, it is important to realize that reporting are not always objective and that the editorial pages are set aside to reflect opinions of readers. Lastly, photo composition can be described as a picture is worth a thousand words. So, as a critical thinker I should able to critically evaluate news message by using different criteria.

Furthermore, advertising plays an important role in a person’s life. There are several common advertising ploys. Humor used to create in the viewer a pleasant and memorable association with the product. Catchy slogans are different products have their own slogans. In addition, emotive language is used usually in brand loyalty which rooted in emotion rather than reason. Anxiety ads play on our anxieties, fears and insecurities. Feel good ads create positive emotional association. While weasel words used to dilute a claim so that it becomes practically meaningless.  The other three things are fine print disclaimer, celerity endorsement and sex appeal.

Subliminal persuasion often used in media which gives us more power as thinkers, consumers and voters. In advertisement, designers are usually use subtle phasing, combination colours and formats to attract us to certain products. I must be aware of the use of subliminal persuasion as a critical thinker.

Media literacy empowers people to be both critical thinkers and creative producers. When we evaluate the quality of internet resources, we must consider several things which are authority, accuracy, objectivity and currentness.

The lesson I gained from this week is very useful to me because I learn how to think critically about the media. My rating is improved from 3 to 4 for the question I can remain focused on the exact requirements of an activity. I give the same rating 3 for the question; I am good at identifying unfair techniques used to persuade readers. I rate 4 for the question I know how to evaluate source materials. Lastly, I rate 4 for the question; if I am not sure about something, I will research to find out more. I usually use Google to learn new things.  These are what I learn this week. Thank you for critical thinking to make me a better critical thinker.

week 8 - Evaluating Sources of Evidence

Week 8

Evaluating Sources of Evidence

This week I had learnt about how to evaluate the sources of evidence. I feel it is slightly about history where I learnt during high school time. There are two types of source, primary and secondary source. Primary source means materials originate from the time and place of the events being investigated. But secondary source means written or produced about the events like books, articles, interviews and much more.

In the process of searching for evidence, there are a lot of tips to be followed. I can search for evidence using the reference. I also can ask some questions in searching for evidence. Authenticity is evidence which I cannot dispute because it is proved by the person claimed. Valid evidence is agreed requirements and evidence is invalid if it is not authentic. Next we move to currency and reliability. Currency means it is still relevant in the present. Reliability means if evidence is reliable which it can be trusted.

In addition, relevant evidence gives a good understanding of the issues. Next we had studied about sampling. Before this, I had heard this word in probability subject. Sampling is individual members of a population are different from each other (heterogeneous) where in representative samples all members of a population are identical (homogenous).

Furthermore, I had learnt about certainty and probability. An argument cannot be proved fully based on certainty and probability means deciding whether the evidence is credible and authentic and if so the conclusion is follow from the line of reasoning and its supporting evidence. Generalization takes place when we conclude that a claim is true about a group based on what we find out about some part of the group.  I can say generalization is good when the sample size is big enough, the sample is representative, studied well, margin of error and confidence level, variation in population, risk and analogies and generalization.

As I say generalization is good when margin of error and confidence level. This is when the margin of error is a statistic expressing the amount of random sampling error in a survey’s result.so, the larger the margin of error, the less the confidence level. Variation in the population is when the variances are larger; a generalisation result will become less reliable. Besides, when we talk about risk, the higher the risk, the more sample size and frequency are needed before someone can start generalising. Lastly, analogies and generalization is beginning with a sample, identify the property of the members of that sample and conclude that the property is also shared by one or more items outside the sample.

In this chapter, I also learn about triangulation. Triangulation is two different sets of evidence against each other to see whether they support or complement each other or they contradict each other. Shortly, we use it to identify whether something is true.

The insights I gained from this week is very useful to me because it helps me to improve my knowledge on how to evaluate sources of evidence as a qualified critical thinker.  I give 3 rate for the question I find it easy to separate the key points from other material. Here, I noticed that my rating is improved from 2 to 3. My rating increase to 4 for this question; I find it easy to evaluate the evidence to support a point of view. For the question, I usually pay attention to small details, I give rate 4. Lastly, my rating is increase from 0 to 3 for I find it easy to weigh up different points of view fairly. So, here I will put more effort to increase my rating for each critical reflection.

week 7 - Fallacy

Week 7

Fallacy

This week I had study about fallacy. As I cover in previous chapter, fallacy is a bad argument and should be rejected. There are three types of fallacy, Ad hominem, Ad populum and Petitio Principii.

Ad hominem fallacy means attacking a person in an attempt to get people to believe our premises. We can divide Ad hominem fallacy into three types. First is Ad hominem Abusive. It means attacks the other person’s character. Second is Ad Hominem Circumstantial which attacks the person’s credibility someone who can’t be believed. Lastly, Tu Quo Que means a person gives comment to other person without see the same fault in him.

 Moreover, Ad populum fallacy involves emotions which are appeal to pity, appeal to fear, appeal to shame, appeal to vanity, appeal to authority, appeal to ignorance and appeal to spite. The persuader hopes listener will incline to agree with the argument by implement the right emotion. Appeal to force is a scare tactic and it used as a force to accept a conclusion as correct. Appeal to pity evokes sympathy or pity which makes us to accept the conclusion. Next, appeal to shame happen when people try to make us agree to conclusion by lowering down self-esteem and creating sense of shame about being wrong.

Appeal to vanity is polish other’s mind in order to get something from them. Appeal to authority means inappropriate authority force us to agree with their conclusion. Besides that, appeal to ignorance is the arguer asserts a claim is true because no one proven it to be false and a claim is false as no one proven it to be true. Lastly, appeal to spite (two wrongs make a right). It’s like revenge towards an individual because in the past they did the same bad thing.    

Additionally, I had learnt about three special Ad populum fallacies. First, appeal to common belief which means think like the others. Second is appeal to common practice means do what others are do. Lastly, appeal to tradition means follow the traditions or customs.

Besides, petition principia is people try to persuade by means of avoiding actual discussions and when it happens, sometimes, the premises are missing or the actual issues are side tracked by irrelevant issues. There are three types of petition principii which are begging the question, circular argument and red herring. Begging the question is repeating the same meaning in a sentence. Circular argument means the premises bring the same meaning to conclusion and red herring is arguer tries to side track his audience by raising an irrelevant issue and then claims that original issue settled by irrelevant diversion.

The lessons I gained through this week is very useful because before this I rate 3 for the question I am good at identifying patterns. Now I can score fully for this question after I learnt this week’s lesson. Then I score 3 for question; I can spot inconsistencies in an argument easily. So, here I must practice more to spot inconsistencies in an argument. For the question, if I am not sure about something, I will research to find out more, I score fully. I improve my score from 0 to 2 for the question; I find it easy to weigh up different points of view fairly. Here I must put more effort to score fully for this question. These are what I learnt this week.

  

week 6 - Analogy & Analogical Argument

Week 6

Analogy & Analogical Argument

This week I learnt about analogy and analogical argument. First we cover about the definition of analogy. Analogy means a comparison between two things. For example, I compare the heart works as a pump. But in critical thinking the comparison must be valid. Here I can know that the comparison is invalid if the comparison items are not similar, misleading or it is described inaccurately.

Next we move to analogical argument. It means the similarities between two things are analogy but the presence of some additional feature in one thing leads to a conclusion that another thing shares the same additional feature. Before I accept the analogical argument I must examine whether the premises are true and the relevance of similarities.

Moreover, I also learnt about causal link. It is wrongly reasoned to assume that two things are found together, or occur at the same time, so there must be a causal link. There are three types of mistakes in evaluating cause and effect which are overlooking in common cause, reversing cause and effect and looking too hard for a cause. Overlooking a common cause means the two things are caused by other reason and not by one another.  Reversing cause and effect means I not need clearly identify which thing really comes first and we simply can assume which thing comes first but in reality it is maybe the other way round. Lastly, looking too hard for a cause means a mistaken thing can lead to all superstitious beliefs.

Besides that, correlation means two things are frequently found together. But here I had pressured that correlation is not a cause. Next, we learnt about fallacies. Fallacies are false and bad argument. Post Hoc fallacy means B happens because of A, so A is a cause of B. Slippery slope is A cause B, B cause C and if I don’t want to happen C better don’t do A. Shortly it happens in sequence. These are the examples of causal fallacies.

Hasty generalisation means predict overall because of some events. Sweeping generalisation is one thing does not guarantee another thing. False dilemma means arguer poses a fake or choice. False analogy is the arguer compares two things which are actually not comparable.

The lessons I gained from this week is very useful to me because I score fully for the question; I know how to evaluate source materials. I score full for question; if I am not sure about something, I will research to find out more. So, I basically like to Google out if I don’t know anything. For the question, I am good at identifying patterns, I score 3. Here I plan to practice more to score fully for this question. Lastly, my score is improving from 1 to 3 for I can present my own arguments clearly. So I will put more effort to present my arguments clearly.

             

week 5 - Validity and "Good Argument"

Week 5

Validity and “Good Argument”

This week I learn about validity and good argument. When evaluate an argument, I need to ask whether the premises are true or not and the premises provide good reasons to accept the conclusion or not. I accept an argument when I agree with the conclusion. When I reject an argument, I disagree with the conclusion. The premises are not provide a good reason for accept the conclusion when the premises are true but the conclusion is false, the conclusion is true but the premises are false and the premises are true but it is irrelevant to conclusion. Those conditions are grouped as not a good argument. A good argument is when the premises are true and lead to a true conclusion.

Arguments can divide into two groups, deductive and inductive argument. Deductive argument contains both valid (good or bad) and invalid (bad or unsound) statement. Inductive argument contains invalid statements which are strong and weak. Valid deductive argument’s conclusion follows necessarily from the conclusion. It is impossible for the conclusion to be false, if the premises are true. Valid deductive, good argument has all true premises and deductively sounds (good). Here I learn that good argument must be valid and have all true premises. While, valid deductive, bad argument has one or more false premises or both, it is deductively unsound (bad).

Moreover, invalid deductive argument is the conclusion does not follow necessarily from the premises called invalid. It is possible for the premises to be true and the conclusion is false, the argument is invalid. For a better understanding of deductive and inductive argument, I am going through a lot of examples more than three times in the lecture note.

Bad arguments can happen when the statements in the argument are vague, the premises not support the conclusion, one or more premises are untrue, the conclusion is not true and the premises are irrelevant to conclusion. There are some things to remember about validity. Valid does not mean true. It means the argument is well reasoned, the patterns of reasoning are logic and the conclusion follows necessarily from the premises. In a basic deductive validity, the argument’s premises are true then the conclusion is true, it is valid. If the premises are true and conclusion is false, it is an invalid statement.

Now, let’s see inductive argument. A strong inductive argument is one in which the conclusion follows probably from the premises; we can say it “very strong”. If the conclusion to be false and the premises are true, then it is a “very weak” inductive argument. Invalid arguments can range from “very strong” to being “very weak”. Here I stressed that inductive argument that is range from very strong to very weak is different from being “valid” or “invalid”. Inductive argument consists of inductive generalisation, statistical argument, predictive argument and analogical argument.

The lessons I gained from this week is very useful to me because I score fully for the question; I know how to evaluate source materials. Lastly, I score full for question; if I am not sure about something, I will research to find out more. So, I basically like to Google out if I don’t know anything. 

week 4- The need for precision language

Week 4

The need for precision language

Today’s lesson, we start with “good argument” concept. What makes a good argument? We should persuade to agree with the conclusion. In other side, not a good argument is we reject the conclusion. A good argument is where the conclusion and premises are clear enough that makes us understand the ideas that the arguer is trying to send us. The conclusion and premises are not vague.

When I heard the word “vague”, I blurred. Then I come to my track after the explanation by our lecturer. A sentence might be vague if it is unclear on what ideas the arguer tried to convey. In order to make a good argument, the sentences must not vague, the receiver of the message must clear enough on our ideas, tell others what “standards” are being used. I heard people say “Arsenal is the best football team in the world”. Now, I should know in what way it is best? How they are the best? Here, there is an uncertainty about what standards are being used as a basis of comparison.

Vagueness can also happen when a specific content in a statement is not presented. For example, abandonment is immoral. As a critical thinker, I should ask in what aspect it is immoral? This was happen when there is confusion over context. Vagueness can happen when speaker choose imprecise choice of words which he is not careful to ensure that the words he or she is using will be understood by the listener. Moreover, regional or cultural causes vagueness. As Malaysians, we usually use “ahh”. For example, what is your name ahh? In this case, foreigners might be confused what we try to tell. Here receivers of our message will confuse on what we try to convey. So, we have to compose a clear sentence to avoid undesirable outcomes.

The next thing we were going through is over-generality. In over-generality, the meaning of the words is very clear and understandable but the statement refers to an idea that is insufficiently specific which allows us to determine the important ideas.                      

Next, ambiguous sentence is a series of statement that is worded in such a way as to make reader lose track of “which one” you are talking about. Besides that, we get to know two new words today which are euphemisms and dysphemism. Euphemisms means we choose a word that makes some concept sounds “better” than it is. We usually use it to refer ourselves. While, dysphemism means we choose a word that makes it sound worst. People usually use it to refer other people.

 Furthermore, we tried to differentiating fact and opinion as it is the first step to evaluate whether we need to believe premises of an argument or not and the supporting statement are based on ‘fact’ or ‘opinion’. A fact is a specific detail that can be proven as true based on objective evidence. An opinion is a feeling, judgement, belief or conclusion that cannot be proven true by objective evidence.

In presenting an argument, logical order is very important which means an argument should lead to a clear direction. Inconsistencies make an argument hard to follow, leaving the audience uncertain about what the author is trying to persuade them to believe.

The lessons I gained through this week is very useful because before this I put 3 for question; I can spot inconsistencies in an argument easily. Now, I can score full for this question after this week’s lesson. Then, I score 3 for question; I understand why ambiguous language is often used in research paper. So, here I need to understand more about the why the language is used in research paper. Lastly, I score 3 for question; I am good at identifying patterns. Here, I plan to put more effort in identifying patterns more accurately. These are what I learnt this week.     

   

week 3 - Roles of Supporting Statement

Week 3

Roles of Supporting Statement

This week I had study about what is an argument. Before I attend this week’s class, I   knew that argument is happen when there are two different opinions or statements by two different people. Lastly a person’s opinion which is supported well by premises and conclusion, it is the best statement and will accept by people. This week we were discover more about roles of supporting statements in an argument.

After I attend this week’s class I learn a lot of important things about argument. Argument is a series of statement used to persuade someone of something. The importance of study the component of an argument is to identify, analyse and evaluate to take a better decision and to avoid being misled. Argument contains three components which are supporting statements, premises and conclusion. Supporting statement is a statement which helps people to understand and believe the statement by definition, supporting arguments, assumptions, evidence, reference to authority and anecdote. Premises are also statements which support and convince us with the conclusion. In an argument, there must be at least two premises to support the conclusion.  As I know, supporting statements play an important role in supporting premises. Conclusion must be supported by the premises. 

Here I would like to share my personal experience. I had a roommate who she always argue with me when I tell my personal opinion when we discuss about a thing. For example, one day my friend called me to my hand phone and tells a problem she faces through face book. So I login to her profile and saw the inbox messages she had. Lastly, I get to know that, the improper messages are send by her boyfriend’s true girlfriend. So, I advised my friend to deactivate her account. She became very sad as she told me that, she believe her boyfriend a lot and lastly learn a good lesson from that.

After I settle down the problem, I share this problem with another roommate. We were talking about face book problem might be faced by teens including the virtual love. So, as we talk, we noticed my argue roommate face was changed. So we stop our conversation. Then she was coming up with another argument. For your information, she had a boyfriend in foreign country and they love through face book. She fights with me that, “how can you tell that our love is not true? What you know about us? Better mind your own business”. I replied to her that, I just tell my opinion in general and not point to her. Then she argued with me that, what evidence you had to tell that virtual love is not true? I tell her the problem faced by my friend because of virtual love as evidence which is one of the supporting statements and also I told her that not all virtual love is faces this problem. Then she apologised on her misunderstanding towards me.

Through this case, I noticed that, it’s not useful to argue without open minded. We must receive other’s opinion with open-minded before we argue. This is one of the critical thinking standard which is precision.

The lesson I gained from this week is very useful to me because, before this I rate 3 for question; I know how to structure an argument. Through this I plan to practice more to easily structure an argument. I give 3 rating for; I find it easy to evaluate the evidence to support a point of view. Evidence is important in argument because it proves an argument as true. So, I intend to practice more in evaluate evidence to support a point.  Thank you for critical thinking to make me better. Besides that, I score full for question; I am good at identifying unfair techniques used to persuade readers. Here, I am good enough in identify unfair techniques. Lastly, the rating 2 for question; I am very patient in going over the facts in order to reach an accurate view. I plan to be patient in going through the facts to reach an accurate path. Thank you for critical reflection to keep me change to a better critical thinker.

week 2 - The basic structure of argument

Week 2

The basic structure of argument

Before we move to today’s chapter, we recap again the quality of a good critical thinker. A good critical thinker needs to have the cognitive ability and intellectual disposition which able to analyse, identify and evaluate arguments and truth claims. An argument contains of supporting statements, premises, conclusion and premises or prepositions.

This week I discover more in detail about argument. First of all, proposition is a statement believed to be true and presented as argument for consideration by the target audience. A sentence is only qualified if the sentence make a declaration and as audience I must capable of determining whether the statement is true or false. But, not all the sentences are statements as there are lot kind of sentences such as command, question, proposal, greeting, request, instruction and exclamation. Here our lecturer push one thing to our head which is sometimes argument may contain many noises such as exclamations, command and threats. After I heard it, I am very confusing. Then I learnt that as a critical thinker I should able to spot noises and concentrate on the argument mainly the premises and conclusion.

In my view, argument is only a statement to argue and end up with fight. Since, in critical thinking there are different definitions for argument. An argument is a claim supported by one or more premises and support conclusion. I learnt several skills to identify an argument from today’s lesson which are the point of producing this sentence, the main message I supposed to take from the sentence, the author try to make a case or not and the reasons offered to support their position. On the other hand, I had learnt about non- arguments which are descriptions, explanations and summaries, command and much more.

Another type of statement is premise/proposition. Premises are statements that support the conclusion. A simple argument contains two premises and a conclusion. There are many words and phrases that are usually combined with a premise which are indicated by, as shown by, because, and much more. The ‘mix’ of messages that we receive from other person is known as the ‘raw material’ contains arguments and extraneous material. Reconstruction is a series of techniques where we look for “indicator words”. Besides that, another type of argument is implicit argument. It means when a person making an argument, he or she will assume that the audience can figure out the argument without include premises and conclusion.

As I remember question cannot be a statement because they can neither be right or wrong. We can divide questions into two types which are interrogative questions and rhetorical questions. Interrogative questions are questions that intended to solicit some information from audience while rhetorical questions are intended to solicit audience’ agreement or to motivate them to take some action. Rhetorical questions are act as premises and conclusion. To trigger my head, there is another type of question called leading questions which guide someone being questioned in making his/her response.

 This week I discover about basic argument. I rating 1 for question; I know the different meanings of the word argument in critical thinking. After I learned this lesson, I can know the different meaning of critical thinking. I rate 2 for question; I can analyse the structure of an argument. Here, I don’t know that this question is content in critical thinking. So, I plan to do more practice to make me easy in analyse the structure of argument. Moreover, I rate 3 for the question; I usually pay attention to small details. In identify an argument, I must consider to some important points. From the rating I can know that my attention is not enough in identify small details. So, I plan to pay more attention although it is small detail. Lastly, I rate 3 also for; I can remain focused on the exact requirements of an activity. Here, I plan to understand clearly the exact requirements of activity to be success. So, this is what I learn from today’s learning.         

   

week 1 - Introduction to critical thinking

Week 1

Introduction to critical thinking

This is the first week I am entering the lecture hall for critical thinking subject. Previously during I am in foundation, I had took critical thinking subject. So, I can say that I had little basis about critical thinking.

This week I learn about what is meant by critical thinking. Before we start, our lecturer explains about what is meant by thinking. Thinking is a purposeful, organized cognitive process that we use to make sense of our world. As I understand, critical thinking means the learning to think critically by using mental process such as attention, categorisation, selection and judgement. It is also cognitive activity- associated with using the mind. The critical thinking skills are analysing, reasoning, evaluating, problem solving and decision making. As I know, there are eight types of critical thinking standards which are clarity, accuracy, precision, relevance, depth, breadth, logic and fairness.

Clarity means before evaluate effectively a person’s argument; I need to understand what he or she is saying. Accuracy is which the accurate information will guarantee that I will make correct decisions and conclusion. Third, precise thinking can eliminate confusions and uncertainties. Moreover, relevance means the need to stay focused on relevant ideas and information and to be deceived by irrelevant issues.

Depth is a statement that is deep in information which allows us to address the complexities in the statement. Breadth means a statement is breadth in the information as well it is clear, precise, relevant, accurate and deep. The seventh standard is logic.  When the combinations of thoughts are mutually supporting and make sense in combination, the thinking is “logical”. Last critical thinking standard is fairness. Critical thinking demands that our thinking should be fair that is open – minded, impartial, free of distorting biases and preconceptions.

There are lot of benefits if we study critical thinking. We can have the following criteria such as improved attention and observation, more focused reading, and improved ability to identify the key points in a message, improved ability to respond to the appropriate points in a message, knowledge how to get my own point across more easily and the skills of analysis that I choose in a variety of situations.

I would like to relate critical thinking to my life. For me, the emotions that are most difficult to manage when others disagree with me are anger, misunderstanding each other, tension and irritable. After I study the eight critical standards, I can deal with my emotions by thinking precisely. I will listen to what the others are saying before start argues with them. I will be open minded in order to receive other’s statement.

The insights I gained from this week is very useful to me because it helps me to improve my personal qualities as a critical thinker. Here, I noticed that I give 0 rating for the question; I can offer criticism without feeling this makes me a bad person. Now, I am open-minded and willing to welcome criticism from other people. Moreover I give 2 rating for the question I feel comfortable pointing out potential weaknesses in the work of experts. Now, I am aware that pointing out weaknesses are important in my life. Although a work done by an expert, there probably have a mistake because human are not perfect. So, I think it is important to pointing out such weaknesses but at the same time I will aware of my own biases and preconceptions.

Then, I put 1 rating for question I can present my own arguments clearly. I don’t know before this question can reflect my critical thinking learning.  So, now I have independent opinion to be present clearly and not afraid to disagree by others because different people have different opinions. Lastly, I give 0 rating for question I find it easy to weigh up different points of view fairly. From this week’s lesson, I will fair, impartial and open minded in evaluate different points of view because as I mention before different people have different point of view. Thank you for critical thinking because reflect my true character and change me for better stage.   

what is critical thinking?

What is Critical Thinking??

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.