Read Review: The Following Resources For This Activity Textb ✓ Solved

Readreview The Following Resources For This Activitytextbook Chapte

Read/review the following resources for this activity: Textbook: Chapter 16 Lesson Introduction Remember – these journal questions require more thinking than writing. Think about exactly what you are asked to do, and then write as economically as possible. Instructions Critical Thinking Go back to your very first journal entry – review your definition of critical thinking. After studying critical thinking for the past eight weeks, would you change your definition in any way? If yes, how and why? If no – if it was perfect – what parts of the text were best reflected in your definition? Heart of the Matter Recall in your first journal entry that you discussed the authors' statement that the concepts in Chapters 12, 13 and 14 were "the heart of the matter." After having studied those chapters, answer again, with renewed understanding, the question posed there: Why do you think the authors find these concepts important to critical thinking? Ethical Decision-Making The lecture claims that an argument is no good unless it has a "strong and reasoned ethical base." Do you agree that ethics is an essential element of a good argument? If yes, why? If no, why not? Looking Forward Do you believe that you now know everything you need to know about critical thinking – or is learning to think critically a life-long task? Explain your answer. Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page

Sample Paper For Above instruction

Title: Reflection on Critical Thinking: Understanding, Ethics, and Lifelong Learning

Introduction

Critical thinking is a fundamental skill that influences how individuals analyze information, make decisions, and resolve issues. Over the past eight weeks, my understanding of critical thinking has deepened, prompting me to reevaluate my initial definitions and perceptions. This paper reflects on my amended definition of critical thinking, explores the significance of core concepts identified as "the heart of the matter," examines the role of ethics in constructing sound arguments, and considers whether critical thinking is an attainable lifelong journey or a finite goal.

Revisiting My Definition of Critical Thinking

Initially, I perceived critical thinking as a process primarily involving logical analysis and objective evaluation of evidence. After studying the course material and engaging with chapters 12, 13, and 14, my understanding has expanded to include the importance of metacognition—being aware of one's thought processes—and the necessity of ethical reasoning. I now recognize that critical thinking is not merely about skepticism or logical rigor but also involves self-awareness, open-mindedness, and ethical responsibility. Therefore, I would modify my original definition to encapsulate these elements, emphasizing that critical thinking entails reflective, ethical, and inquisitive engagement with information (Facione, 2015).

The Heart of the Matter: Critical Concepts

In my initial journal, I pondered why the authors considered the concepts in Chapters 12, 13, and 14 as "the heart of the matter." Having studied these chapters, I understand that these core principles—such as logical reasoning, argument evaluation, and ethical consideration—are essential because they form the foundation of effective critical thinking. They enable individuals to distinguish between valid and invalid arguments, recognize biases, and incorporate moral considerations into decision-making. The authors emphasize these facets as crucial because they foster responsible and rational thought, which is vital in both academic and real-world contexts (Paul & Elder, 2014).

The Role of Ethical Decision-Making in Arguments

The lecture's assertion that an argument must have a "strong and reasoned ethical base" resonates with my view that ethics underpin the integrity of reasoning. I concur that ethical considerations are indispensable because arguments often influence decisions that affect other individuals or societal welfare. An argument rooted in ethical reasoning ensures accountability, fairness, and moral responsibility. For instance, persuasive communication in professional or personal settings gains credibility when it is based on moral principles rather than manipulation or deceit (Trevino et al., 2012). Without an ethical foundation, arguments risk being flawed or harmful, undermining trust and validity.

The Lifelong Journey of Critical Thinking

While I have gained valuable insights into critical thinking during this course, I believe it is an ongoing, lifelong process. Cultivating critical thinking skills requires continual practice, self-reflection, and adaptation to new information and contexts. The complexities of modern society, with its rapidly changing technological and cultural landscapes, demand that individuals persistently refine their reasoning abilities. As Facione (2015) suggests, critical thinking is not a static achievement but a developmental process that evolves with experience. Therefore, I view learning to think critically as an enduring journey rather than a finite endpoint.

Conclusion

In sum, my understanding of critical thinking has matured, leading me to appreciate its multidimensional nature involving logic, ethics, and self-awareness. Recognizing the significance of core concepts underscores their role in fostering responsible decision-making. Furthermore, embracing critical thinking as a lifelong endeavor aligns with the dynamic realities of contemporary life. Continued engagement with these principles will enhance my intellectual growth and moral judgment, equipping me to navigate complex issues effectively and ethically.

References

• Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
• Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
• Trevino, L. K., Nelson, K. A., & Schriesheim, C. A. (2012). Ethical Decision Making in Organizations. Journal of Business Ethics, 107(3), 223-232.
• Ennis, R. H. (2011). Critical Thinking Across the Curriculum: A Vision. Teaching Excellence & Student Success, 1(1), 4–7.
• Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking. Routledge.
• Scriven, M., & Paul, R. (2003). Defining Critical Thinking. The Critical Thinking Community.
• Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.
• Willingham, D. T. (2007). Critical Thinking: Why It Is Hard to Teach. American Educator, 31(4), 8-17.
• Lipman, M. (2003). Thinking in Education. Cambridge University Press.
• Norris, S., & Ennis, R. (1989). Evaluating Critical Thinking. Pacific Grove, CA: Midwest Publications.