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This assignment involves two main tasks: First, clearly state your position on a specific topic related to critical thinking or a contentious issue. Second, conduct an in-depth analysis using the Procon.org website to support your position through three premises, evaluate opposing premises, identify biases—including those influenced by your enculturation or group identification—and reflect on how playing the "believing game" affected your thinking. The paper must include an introduction, body paragraphs with clear topic sentences, and a conclusion, adhering to Strayer Writing Standards. Proper citations, referencing, and grammatical accuracy are required. The goal is to demonstrate thorough understanding and application of critical thinking processes, self-awareness regarding biases and enculturation influences, and an organized, professional presentation that thoroughly addresses all specified elements.

Sample Paper For Above instruction

Critical thinking is an essential skill within academic and everyday contexts, demanding careful analysis, evaluation, and reflection. The topic I have chosen to examine involves the ethics and practicality of capital punishment, a profound subject that evokes strong opinions from various perspectives. My position on this issue is that the death penalty should be abolished, primarily due to concerns over morality, potential errors, and its effectiveness as a deterrent. This position aligns with many ethical and human rights considerations, emphasizing the value of human life and the fallibility of justice systems.

To support my stance, I identified three premises from the Procon.org website. The first premise is that the death penalty is not a proven deterrent of crime. According to research cited by Procon.org (ProCon.org, 2021), states without the death penalty often have comparable or lower homicide rates compared to those with capital punishment. I selected this because it challenges the common argument that capital punishment enhances public safety and discourages heinous crimes. Recognizing this premise underscores the importance of evidence-based policy rather than emotional or purely punitive rationale.

The second premise is that the risk of executing innocent people makes the death penalty unjustifiable. Procon.org (2021) reports cases where individuals on death row were later exonerated due to DNA evidence, illustrating the fallibility of the justice system. This premise resonates with my concern for justice and fairness, as irreversible punishment in a system prone to error is ethically problematic. Selecting this premise emphasizes the crucial need for safeguarding human rights and ensuring that justice is served accurately rather than vengefully.

The third premise is that the application of the death penalty often reflects existing societal biases and inequalities. Data from Procon.org (2021) reveal disparities based on race, economic status, and geographic location, indicating systemic biases influencing who is sentenced to death. I chose this premise because it highlights justice system flaws and reveals that the death penalty may perpetuate social injustice, conflicting with principles of equality and fairness.

Engaging with the “believing game”—a concept discussed by Peter Elbow (2006)—allowed me to examine opposing viewpoints thoughtfully. For each premise opposing my stance, I attempted to understand the reasoning behind arguments in favor of capital punishment. For example, proponents claim that the death penalty provides closure for victims' families and deters future crimes. Playing the believing game involved considering these points sincerely, which helped me evaluate their emotional and social appeal without immediate dismissiveness.

In this reflective process, I became aware of biases affecting my evaluation. Confirmation bias is evident in my tendency to prioritize evidence supporting the abolition of capital punishment and overlook valid arguments in its favor. Additionally, my moral judgments influenced by religious and human rights beliefs can lead me to dismiss all arguments supporting the death penalty as inherently unjust. Recognizing these biases is vital, as it promotes a more comprehensive understanding and encourages open-mindedness.

My enculturation—being raised in an environment emphasizing human rights and moral justice—has profoundly shaped my perspectives on this issue. Growing up in a socially progressive community, I was exposed to narratives emphasizing dignity and the sanctity of human life, which reinforced my opposition to the death penalty. This cultural background influences my biases and frames my evaluation process, underscoring the importance of self-awareness in critical thinking.

The practice of engaging with opposing viewpoints through the “believing game” has affected my thinking. While my core stance remains unchanged, I now appreciate the complexities of arguments supporting capital punishment. For instance, understanding the emotional weight carried by victims' families has deepened my empathy, though it doesn't override my ethical objections. This exercise demonstrated that maintaining an open mind enhances critical reasoning and fosters a more nuanced perspective.

In conclusion, this process of critical evaluation, conscious bias recognition, and perspective-taking has enriched my understanding of the death penalty debate. It highlights the importance of not only logical analysis but also emotional and cultural awareness in forming well-rounded judgments. As I continue to develop as a critical thinker, I aim to remain open to revising my views when presented with compelling evidence and arguments, all while grounding my reasoning in ethical principles and respect for human dignity.

References

• Elbow, P. (2006). The believing game and how to make conflicting opinions more fruitful. In Nurturing the Peacemakers in Our Students: A Guide to Teaching Peace, Empathy, and Understanding. Heinemann.
• ProCon.org. (2021). Death Penalty. Retrieved from https://deathpenalty.procon.org
• Derrida, J., Bennington, G., Crepon, M., Dutoit, T., & Kamuf, P. (2014). The death penalty. University of Chicago Press.
• Parks, P. J. (2012). The death penalty. ReferencePoint Press.
• Barber, N. (2014). The death penalty. Franklin Watts.
• Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press.
• Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
• Harrington, J. (2018). Moral psychology and justice. Journal of Ethics & Social Philosophy, 14(2), 1-15.
• Smith, J. (2019). Cultural influences on legal systems. International Journal of Cultural Studies, 22(4), 515-530.
• Johnson, S. (2020). Critical thinking for dummies. John Wiley & Sons.