Journal Required Resources Read Review

Journal required Resourcesreadreview The Following Resources For This

Review the provided resources, including Chapter 16 and the lesson introduction, and respond to the journal prompts with thoughtful, concise answers. Reflect on your initial understanding of critical thinking and how studying the chapters has influenced or confirmed that understanding. Discuss the importance of concepts from Chapters 12, 13, and 14 in relation to critical thinking. Consider whether ethics is an essential element of a good argument and explain your perspective. Finally, reflect on whether critical thinking is a finite skill or a lifelong pursuit, supporting your view with reasoning. Write 2-3 pages, double-spaced, using APA formatting, including a title page and references page.

Paper For Above instruction

Critical thinking is an essential skill that involves analyzing, evaluating, and synthesizing information to make reasoned judgments. Initially, my definition of critical thinking focused on the ability to assess information objectively and question assumptions. Over the past eight weeks of studying the related chapters and lessons, I find that my understanding has deepened to include not just evaluation, but also the importance of ethical considerations, clarity of reasoning, and the awareness of biases that influence decision-making. If I were to revise my definition, I would emphasize the integration of ethical awareness and emotional intelligence as core components of critical thought, recognizing that good reasoning is not purely logical but also morally grounded.

In my first journal entry, I discussed the authors' assertion that the concepts in Chapters 12, 13, and 14 were "the heart of the matter" in critical thinking. With a more thorough understanding gained from studying these chapters, I believe these concepts are fundamental because they address the nuances of reasoning, the importance of evidence, and the role of ethical principles. These chapters highlight that critical thinking is not merely about logical deduction but also about understanding context, recognizing fallacies, and applying ethical standards. They serve as the foundation for developing well-rounded, responsible thinkers capable of making sound decisions in complex situations. The authors emphasize these concepts because they foster reflective thought, promote integrity, and help avoid cognitive biases that can impair judgment.

The claim that an argument requires a "strong and reasoned ethical base" resonates with my perspective. I agree that ethics plays a crucial role in constructing and evaluating arguments because ethical considerations ensure that conclusions are not only logical but also morally responsible. An argument grounded in ethics demonstrates respect for individuals' rights, fairness, and societal well-being. Omitting ethical elements can lead to arguments that, although logically sound, may be harmful or unjust. Conversely, incorporating ethics enhances the credibility of an argument and aligns it with broader social values. For instance, in debates about scientific research, policy-making, and justice, ethical reasoning ensures that decisions benefit society and uphold moral standards.

Regarding whether critical thinking is a mastered skill or a lifelong endeavor, I believe it is the latter. Critical thinking is inherently complex, requiring ongoing practice, reflection, and adaptation as we encounter new and diverse information. The world’s rapid technological advancements, changing social contexts, and the emergence of novel ethical dilemmas demand that individuals continually refine their reasoning abilities. Moreover, cognitive biases and emotional influences persist, meaning that even experienced critical thinkers must remain vigilant and committed to lifelong learning. Therefore, I see critical thinking not as a static endpoint but as an ongoing pursuit that evolves with experience, education, and personal growth. Embracing this mindset allows individuals to navigate an increasingly complex world effectively.

References

• Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
• Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your learning and your life. Pearson.
• Facione, N. C. (2015). Think critique: Critical thinking assessment and promotion. Wisconsin Alumni Research Foundation.
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Routledge.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
• Lipman, M. (2003). Thinking in education. Cambridge University Press.
• Norris, S. P. (1990). Evaluating critical thinking: A reply to the Delphi report. Educational Researcher, 19(9), 17-21.
• Scriven, M., & Paul, R. (1987). Defining critical thinking. The Critical Thinking Community.
• Ennis, R. H. (2011). Critical thinking. Prentice Hall.
• Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.