Conventions of Thinking: An Introduction to Critical Thinking
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Historically schools operated as transmitters of knowledge. A teacher’s job was to pass the beliefs and the traditions of his culture on to his students. The young person’s job was to assimilate that pre-packaged knowledge and to apply it to his daily life.This tradition grew out of religious education in which studying the Bible and applying its precepts to one’s life was the main reason for attending school. Students in the seminary spent many hours studying deductive reasoning, as deduction is the intellectual skill most required for applying generalized principles to specific instances.
During the l930s, John Dewey and his followers shifted the emphasis in American education toward a more scientific approach. He advocated educational policies and practices that emphasized investigation and inductive reasoning along with deductive reasoning. Students, in addition to learning the beliefs and the values of the past, were asked to observe the world in which they live and to draw their own conclusions. They were to become creators and not just consumers of knowledge. Dewey asked them to become more independent and functional human beings.
The fact that Dewey’s educational theories and practices required students to make fuller use of their eyes and their brains must be viewed a very healthy and democratic development. Those who wish to dominate other people always try to limit their experiences and to dictate what they are allowed to think and to believe. Treating people as consumers but never creators of knowledge places them in a subordinate position. Those who hold the keys to the temple of knowledge gather great power into their hands.
A teacher as a dispenser of knowledge was the authority in his classroom. He ran the show and did not countenance much disagreement from their students. In the beginning of Dewey’s educational revolution many teachers did not approvr of allowing their students so much intellectual independence. They may have feared being toppled from their position of authority.
In order for a democratic society to function properly, everyone must be free to do his own thinking. The first amendment to the constitution enshrined freedom of conscience and expression as a fundamental building block of a democratic society. With independence, however, comes responsibility. If a person is allowed to come to his own conclusions and to act on them, he must recognize that drawing valid and reliable conclusions takes effort. It requires that one assimilate and apply generally accepted guidelines for governing his thought processes. He must, in short, become critical thinkers.
Modern educators talk endlessly about teaching students how to think; and many teachers do focus on critical thinking in their various classes. Far too often, however, their efforts are not systematic and thorough. They may teach thinking skills as a secondary goal in part because of a dearth of text-books that deal with the conventions of critical thinking as their primary objective.
In this book, I have tried to fill that void. I have collected those rules of thinking that have found greatest favor in our culture into a single e-book in hopes that teachers may find it useful in dealing with this topic in their classrooms.
Douglas Patterson
With the exception of a three year stint in the U.S.Army, I have spent my life in and around the public schools. My parents were both teachers, and I have taught language arts courses at the high school level for a total of 37 years. I was born during the great depressions and grew up in Southern Idaho (both literally and figuratively) just north of Poverty Flat. I lived in the very small town of Bellevue, Idaho, that had a population of some 500 people and an equal number of dogs. In this rural environment, I enjoyed a Tom Sawyer like life, not on the Mississippi but rather on the Woodriver where my friends and I fished an swam and roamed the riverbottom and the surrounding hills from morning til night. My parents never locked the doors to our house, and we never worried much about it being burglarized. (For you skiers,Sun Valley is seventeen miles north of this town.) After graduating from Hailey(now Woodriver) High School,I enrolled at the University of Oregon at a time when the school had a student body of 5,000 students and the football team rarely won a game. After graduation, I spent a marvelous tour of duty with the U.S. Army which took me to Europe. I was stationed in Germany for a couple of glorious years and became a dedicated Europhile. After I was discharged, I started my teaching career in the small town of New Plymouth, Idaho, near the Oregon border. After three years, I moved to Yakima, Washington, where I worked as an English and German teacher for the next 34 years. After retiring,I quickly grew bored and began writing books primarily for my own amusement. Four of the books that I am publishing with Smashbooks are language arts textbooks focusing on linguistics, critical thinking, and literal and literary composition. The other two deal with self-improvment and very basic economics. Because breaking into the traditional publishing business has always been such a long shot,I was very pleased to see ebook publishing develop into a platform for people like me who are looking for an inexpensive way to offer their materials to the public. Since they say that confession is good for the sould, I must admit that my picture was taken by a yearbook photographer at least twenty-five years ago. I have no defense except to say, "Vanity thy name is not woman alone!"
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Conventions of Thinking - Douglas Patterson
Conventions of Thinking
(An Introduction to Critical Thinking)
By Douglas D. Patterson
Copyright 2011 by Douglas D. Patterson
Smashwords Edition
This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return it to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.
Table of Contents
Introduction
Section 1 – Epistemology
Lesson l - Sources and Limitations of Knowledge
Lesson 2 - The Critical Thinker
Lesson 3 - Subjectivity
Lesson 4 - Objectivity
Section 2 – Logic
Lesson 5 – Association
Lesson 6 – Enumeration
Lesson 7 - Descriptive Statistics
Lesson 8 - Inductive Reasoning
Lesson 9 - Inductive Reasoning (Causation)
Lesson 10 - Deductive (Probability) Reasoning
Section 3 – Aesthetics
Lesson 11 - The Nature of Beauty
Lesson 12 - Schools of Art
Lesson 13 - Literary Criticism
Section 4 – Ethics, Laws and Political Debate
Lesson 14 - Ethics and Laws
Lesson 15 - The Governing Authority
Lesson 16 - Policy Argument
Lesson 17 - Sophistry
Section 5 – Metaphysics
Lesson 18 - Ontology
Lesson 19 – Cosmology
Key for Assignment #2 – Chapter 13
INTRODUCTION
Thinking is such a basic part of our lives that we often take it for granted. We tend to focus on what we believe and pay very little attention to how we arrived at those beliefs. The natural tendency is to think about everything except thinking itself.
Over the centuries, philosophers and other thinkers have developed conventions/rules of thinking, however, which well educated (not necessarily long schooled) people observe in attempting to control their thought processes.
Two branches of philosophy focus on thinking itself: epistemology and logic. Epistemology is defined as the part of philosophy that deals with the origin, nature, and limits of knowledge. Logic is the branch of philosophy which deals with the forms and the processes of thinking, especially those of inference and of the scientific method.
Philosophers have looked to these areas for guidance and discipline as they explore other substantive areas: aesthetics (What is the nature of beauty?), ethics (What is the nature of goodness?), and metaphysics (What is the nature of reality/existence?).
Mathematicians, scientists, social scientists, politicians, lawyers, and other professional groups have evolved specific rules and procedures within their own disciplines which they apply in arriving at conclusions and in evaluating their judgments.
Effective thinkers draw on the contributions of all of these groups as they attempt to discipline their own thought processes. By measuring their own and other's thoughts against these standards, they hope to make valid and reliable judgments by which they improve the quality of their own lives - and perhaps the lives of others.
No one can provide infallible road maps for arriving at the truth, but when we are aware of the enduring traditions of thinking, we increase our chances of living sensible lives.
Back to the Table of Contents
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Section 1 Epistemology
When one attempts to define the origin, the nature, and the limits of knowledge, he must, of course, explore the various approaches which have been taken by thinkers throughout the ages. He must ask himself questions such as these: What is knowledge? Is knowledge enduring or transitory? What approaches will be most fruitful in my pursuit of knowledge? Can I ever know anything with certainty?
Lesson 1 - Sources and Limitations of Knowledge
Philosophers who deal with these questions may be divided into the two major groups: absolutists and relativists. A sub-group of the latter called pragmatists has attempted to find common ground between these philosophical orientations.
Absolutism
Those who approach life from this position assume that man can, through one means or another, achieve certain knowledge They look to sources and processes such as these:
God's Word
Most absolutists base their convictions on supernatural authority - the word of God. They claim by various means to know His will:
Revelation
In some instances God or a representative of God is said to have appeared in tangible form and to have spoken directly with chosen people. For example, the Bible tells us that God appeared before Moses and gave him the Ten Commandments. Joseph Smith claimed that the Angel Maroni visited him and gave him the Book of Mormon. If these men actually were visited by heavenly beings, then they would have a strong foundation for their beliefs. Their followers must, of course, depend on the word of these prophets that the events that they have described actually happen as they claim they did.
Divine Inspiration
A variety of people have claimed to be divinely inspired: prophets, religious leaders, kings, poets, wise men, etc. These people have cited various avenues for their inspiration. The English poet Caedmon, for example, is said to have been asleep in a stable when he saw a divine being in his dreams. The angel commanded him to compose religious poems: and Caedmon, who had until that time been tongue-tied, began to sing beautiful songs in praise of God.
Several kings, most notably King Louis XIV of France, have claimed to be God’s secular representatives on Earth. Their right to rule, they claimed, flowed directly from Him.
The American theologian Jonathan Edwards argued that every man can pray to God and feel His grace. This is, of course, an extremely bold and democratic view, as it puts everyone into direct communication with God.
Holy Books
Works such as the Bible or the Koran are said to reflect the word of God or of Allah, as revealed to prophets and as recorded by divinely inspired writers. Members of the clergy study these works to learn about the word of God; as a consequence, they become authorities able to convey His word.
When literacy in Europe was not widespread, the clergy acted as the vital link between God's word in the Bible and an illiterate public. As more people learned to read, many began insisting on interpreting the Bible for themselves. That shift in emphasis was one of the root causes of the Protestant Reformation
Man’s Word
Various philosophers have argued that we humans can learn certain truth by exercising our own faculties. Some have asserted that truth may be discovered by looking within our own minds; others have looked for truth in experience.
Knowledge, A Priori
Plato, in his essay Parable of The Cave,
argued that experience is no more than shadows on the wall - that man must look inward to the world of ideas if he is to glimpse the truth. This general orientation is called idealism, because it sees ideas, not experience, as the surest path to truth. If their experience seems to conflict with their ideas, an idealist is more likely to doubt his eyes than his mind. Various thinkers have argued that man has the capacity to know the truth prior to experience. Two highly influential ones are these:
Rationalism
The French philosopher Rene Descartes believed that he could reason his way to truth, and he demonstrated this ability by reasoning to his famous conclusion: I think; therefore, I am!
On that basis of that undeniable truth, he founded the school of thought called rationalism. His approach, which dominated 18th century thinking among Europeans and Americans, suggested that truths are self-evident to the rational mind.
God created man's mind, the rationalists argue, in such a way that it can grasp the truth. All that a person must do is to apply his rational faculties and his common sense, and the truth will become clear. Descartes advocated a decidedly left-brained approach to thinking. He urged that people restrain their emotions so that they do not interfere with their logic dominated thought processes.
(Perhaps an analogy with the computer might not be totally off base. Descartes apparently believed that we are born with an operating system and perhaps even some important programs already installed in our minds and that these faculties remain largely unmodified by experience - as environmental determinists would have us believe.)
Descartes’ theory is reflected in the rhetoric of the American Revolution. The statement "We hold these truths to be self-evident, that all men are created equal...." is a succinct expression of the rationalist’s view. Thomas Paine in his essay Common Sense argued that rational self-governance is the only semsible approach to regulating human society and commerce.
Rationalism is also reflected in the l8th century style of life among Europeans and Americans. The people during that era strove for simplicity and unit and coherence in such fields as music and art and architecture.
Transcendentalism
The German philosopher Immanuel Kant, in his book A Critique of Pure Reason, cast doubt on Descartes' approach to knowledge; then he substituted for it the notion of intuition as the way to certain truth. He, like Plato and Descartes, insisted that we are born with ideas/categories imbedded in our minds which interact with experience in highly predictable ways.
The main difference between Kant’s theories and those of the rationalists lies in Kant’s conception of how the mind perceives the truth. In place of the rationalists’ logic machine, Kant’s mind appears capable of knowing without resorting to the inconvenience of thinking. Knowledge to him is more an emotional and an imaginative response than an exercise in logic.
In the field of ethics, Kant talks of categorical imperatives which inform us of the difference between right and wrong. In an unambiguous Kantian world, every person’s conscience tells him what is moral and what is immoral, and no one can weasel his way out of taking personal responsibility for his immoral acts.
Kant’s decidedly right-brained theory of knowledge provided the philosophical foundation for the romantic movement of early 19th Century, and it found favor again during the romantic period of the 1960s in America.
American writers such as Ralph Waldo Emerson and Henry David Thoreau looked to intuition as their way to certain knowledge. They were convinced that a sensitive man could know the truth through this non-rational approach. Emerson, in his most famous essay Self Reliance,
argued that each individual should hearken to his inner voice and should act with confidence based on the truths which it provides. Nothing is at last sacred,
he wrote, "but the integrity of your own mind."
Knowledge, a Posteriori
During the 18th century, the deists made the religious assumption that God designed the universe to operate according to fixed, immutable laws of nature. Then, they theorized, He simply stepped back and let his creation work – without further personal intervention from Him
These assumptions provided a religious foundation for empirical science - the belief that by examining the world around us and by applying the scientific method, we humans can gain certain knowledge - that we can discover absolute truth through experience. If the universe operates according to fixed laws and if we can understand these laws, we can learn to predict and perhaps to control the future.
Sir Isaac Newton, when he published his Philosophiae Naturalis Principia Mathematica, provided an important impetus to science, as he appeared to have discovered basic laws of nature through scientific inquiry. Since he talked of the law of gravity, he must have been convinced that he had gained certain knowledge through careful observation of the natural world.
Ben Franklin, a prominent American politician and deist and scientist, conducted a famous kite experiment by which he explained the nature of lightening. By investigating the world of experience, he demonstrated that lightening is electricity. Always a practical man, Franklin then invented the lightning rod to protect houses against lightning strikes.
By the 20th century scientists had become much less convinced that they could discover truth with absolute certainty. Einstein published theories and not laws, as earlier scientists had done. The shift away from absolutism which is signaled by his restraint has been one of the greatest intellectual tides of recent history.
Relativism
The other major tradition of epistemology is the belief that man is the measure. People who take this position, in the area of religion often label themselves agnostics. They may operate, often quite eclectically, from one or both of the following assumptions.
Assumption 1 - Our thoughts (particularly on an abstract level) have little or no foundation in reality. What we call truth, especially moral and aesthetic values, is no more than human invention.
This assumption is, of course, a radical one. It elevates human invention and human volition to a supreme level. We are free to invent ideas and values and to accept or to reject these views willfully.
Since no absolute standard exists, one might conclude that all beliefs and values are of equal merit. As a consequence, relativists are always faced with the problem of deciding whose judgments they should accept. Some focus on the rights of the individual; others emphasize the importance of group beliefs, values and goals.
Individualism
The individualist trusts his own judgment above the judgment of others. He makes this rather egotistical claim: I am the measure! Throughout history dominant individuals have asserted their personal beliefs and values, and they have often encouraged others to accept their views as well - sometimes by coercive measures. Many authoritarian leaders have made no claim to represent God's will. Their argument is simple: Might makes right!
In