Required Resources Read Review The Following Resource 415638

Required Resourcesreadreview The Following Resources For This Activit

Required Resources Read/review the following resources for this activity: Textbook: Chapter 4, 5 (Facione, 2016) Lesson Instructions 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. For this journal assignment, answer each of the following prompts: Important Idea Considering only the Introduction to Chapter 5, in terms of developing critical thinking and reasoning, what do you consider is the most valuable and important idea in that section? You can either summarize or directly quote the text; then, briefly explain why you find this idea important and valuable. Critical Thinking In Chapter 5, the section "Making Arguments" states: "In some ways applying our core critical thinking skills to analysis can be more difficult than offering an evaluative opinion. Analysis, like interpretation, is understanding at a deep level (p. 89)" What concepts discussed in Chapter 4 might make analysis of a statement difficult – and why? Beliefs Why do you believe what you believe? What is your "evidence"? Test one of your beliefs by asking yourself, "Why?" As you answer each "why," go down another layer – four layers will probably give you a good idea of why you believe what you believe. Your product should show a well-reasoned and logical basis for your belief. Stay away from the big stuff, like believing in God, or who to vote for in the next election, and don't look for sources – this is about what you believe and why you believe it. After all, this is only an 8-week course, and we can't settle everything! Click on the following link for an example of layers of why:

Paper For Above instruction

The development of critical thinking and reasoning is foundational to effective decision-making and thoughtful analysis. In the introduction to Chapter 5 of Facione’s (2016) work, the most valuable idea emphasizes the importance of understanding the structure and purpose of arguments. This idea highlights that constructing and analyzing arguments with clarity and logical coherence is essential for critical thinking. Recognizing the difference between mere opinions and well-supported claims enables individuals to evaluate information critically and make reasoned judgments. I find this particularly valuable because it stresses the active role of the thinker in engaging with ideas rather than passively accepting information, thereby fostering intellectual independence and integrity.

Furthermore, the section “Making Arguments” states that applying core critical thinking skills to analysis can be more difficult than offering evaluative opinions since deep understanding requires moving beyond surface-level interpretations (Facione, 2016, p. 89). This complexity arises from the necessity to identify assumptions, evaluate evidence, and consider underlying structures that support a statement. Concepts from Chapter 4 that may hinder analysis include confirmation bias and fallacious reasoning. Confirmation bias compels individuals to favor information that supports preconceived notions, thereby obstructing objective analysis. Fallacious reasoning, such as straw man or false dilemma fallacies, can obscure the true logical structure of an argument. These barriers make it challenging to dissect statements accurately because they distort recognition of valid evidence and logical coherence, which are vital for genuine analysis.

Regarding beliefs, I often wonder why I hold the convictions I do. My beliefs are grounded in personal experiences, cultural influences, and evidence I have encountered over time. To test a belief, I ask, “Why do I believe this?” By peeling back layers of reasoning, I explore the foundational justifications for my convictions. For example, I believe that effective communication enhances relationships—this belief stems from experiences where open dialogue led to mutual understanding. When I ask "why" repeatedly, I find that my belief is supported by the idea that trust and clarity in communication foster stronger connections, which are confirmed through personal and observed outcomes. This layered approach reveals that my belief is rooted in both experiential evidence and the logical understanding that transparency tends to improve interpersonal interactions. Such process ensures my beliefs are not superficial but are supported by reasoned, consistent justifications.

References

• Facione, P. A. (2016). Critical thinking: What it is and why it counts. Insight Assessment.
• Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
• Paul, R., & Elder, L. (2014). The miniature guide to critical thinking concepts and tool. Foundation for Critical Thinking.
• Nate, R. (2012). The art of reasoning: An introduction to logic and critical thinking. Wadsworth.
• Moore, B. N., & Parker, R. (2012). Critical thinking (11th ed.). McGraw-Hill Education.
• Ennis, R. H. (2011). The nature of critical thinking: An overview. Critical thinking dispositions and abilities. University of Illinois.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Routledge.
• Facione, P. A., & Facione, N. C. (1996). Externalizing the critical thinking to evaluate critical thinking outcomes. The Michigan Journal of Community Service Learning, 3, 10-18.
• Ruggiero, V. R. (2012). Beyond feelings: A guide to critical thinking (9th ed.). Rowman & Littlefield.