Assignment 1 At The End Of Chapter One In Your Textbook

Assignment 1at The End Of Chapter One In Your Textbook You Will Find

At the end of chapter one in your textbook, you will find two articles that attempt to make arguments about the college admissions policy referred to as affirmative action. For this assignment, you are asked to choose EITHER Nancy Cantor's article "Affirmative Action and Higher Education" OR Ward Connerly's "On the Road to Equal Rights." Directions Read your chosen article carefully and then attempt to answer the following: Does the author demonstrate critical thinking as it is described in the class materials? Why or why not? Make sure to support your answer with specific references both to the class materials as well as to the article, using appropriate APA citation. PLEASE NOTE: This assignment is not asking neither for a summary of the articles NOR your perspective on affirmative action. Instead, in this assignment and many others, you will be doing an analysis of a particular article using the ideas and criteria specified by the assignment.

Paper For Above instruction

The analysis of Nancy Cantor's "Affirmative Action and Higher Education" reveals a clear demonstration of critical thinking skills as defined in key critical thinking frameworks. Cantor critically examines the arguments surrounding affirmative action in college admissions by evaluating empirical evidence, ethical considerations, and policy implications. Her approach aligns with the criteria for critical thinking outlined in the course materials, which emphasize the importance of clarity, accuracy, relevance, and logical structure in reasoning.

One of Cantor's notable strengths is her use of evidence-based arguments. She carefully presents statistical data illustrating the impact of affirmative action policies on diversity and educational outcomes. This aligns with the class concept that critical thinkers should evaluate evidence objectively and avoid cherry-picking data to support preconceived notions. Cantor assesses various studies, highlighting both the positive effects of diversity and the complexities involved in implementing affirmative action. This demonstrates her ability to evaluate evidence critically rather than accepting uncritically the claims of either supporters or opponents.

Furthermore, Cantor's reasoning is transparent and explicit, which exemplifies the critical thinking skill of clarity. She clarifies her position by addressing common counterarguments and explaining why she finds them insufficient or incomplete. For instance, she discusses concerns about reverse discrimination and offers nuanced responses rather than dismissing these objections outright. Her balanced approach illustrates an engagement with multiple perspectives, which is a hallmark of analytical depth emphasized in the class criteria.

Regarding logical structure, Cantor constructs her argument systematically. She begins by framing the moral and social importance of diversity in higher education, then analyzes empirical evidence related to affirmative action's outcomes. Her conclusion synthesizes these elements, arguing for a nuanced understanding of the policy rather than simplistic endorsements or rejects. This structured reasoning showcases her critical thinker status, as per the class standards that value coherence and logical flow.

In terms of connections to the class materials, Cantor's approach reflects the principles of critical thinking such as evaluating sources, avoiding fallacious reasoning, and recognizing the limitations of evidence. According to Paul and Elder (2014), critical thinkers question assumptions, consider alternative views, and evaluate evidence systematically. Cantor exemplifies these qualities by not only presenting evidence but also discussing its limitations and implications.

In conclusion, Nancy Cantor's article demonstrates robust critical thinking by employing empirical evidence, maintaining clarity, engaging with counterarguments, and structuring her reasoning coherently. Her approach aligns with the critical thinking criteria outlined in our class materials, making her a model example of analytical reasoning in the context of complex social issues such as affirmative action.

References

• Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your learning and your life. Pearson.
• Cantor, N. (Year). Affirmative Action and Higher Education. In Textbook, Chapter 1.
• Additional scholarly sources on critical thinking and argument analysis would be included here, formatted according to APA guidelines.