Required Resources Read Review The Following Resource 792249

Required Resourcesreadreview The Following Resources For This Activit

Required Resources read/review the following resources for this activity: Introduction The journal is an essential assignment that is meant to sum up the conclusions you come to after having reflected on the readings in the text, the online lecture, discussion posts, including your own and those of your peers, and any outside material you consult. You will probably find that you do as much or more thinking than you do writing in responding to the journal prompts – and that is perfectly okay. In general, the weekly journal should meet the noted length requirement – not including the space needed for the prompts. You may feel the need to write out longer reflections – and that is also okay. If you do feel the need for longer reflections, then, once you have written them out, try to edit them, reducing them to their essence.

Part of this course is process – training ourselves to think critically. Part of it is learning to understand how we think and why we think or believe what we think or believe. While the journal prompts will occasionally address the process, it will more often ask you to reflect on the hows and whys of what you know and believe – or what you think you know and believe. Instructions For this journal assignment, briefly answer each of the following prompts: 1. Critical Thinking After reading the required resources for this week and participating in the discussion, how do you define critical thinking?

You will want to carry this definition with you, so keep it brief – perhaps 4 to 6 lines. You will find many definitions online – don't be tempted to just quickly copy one; try to form your own so that it is meaningful to you. 2. Heart of the Matter Considering just what is in this weeks' readings, why do you think the authors (looking forward in the text) see Chapters 12, 13, and 14 as the "heart of the matter"? . What do you think they mean by that? . What two concepts do the authors say these chapters emphasize? . How do you define these concepts? . Why do you think the authors find these concepts important to critical thinking? 3. Challenges & Insights What do you see as your greatest challenge for this session in general?

For this class in particular? How do you think you can use the concepts in these first three chapters to help you meet these challenges as well as challenges in your personal life as a member of your family and your community? If you include references to outside sources (beyond the textbook), make sure you cite them properly. 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 (as needed)

Paper For Above instruction

Critical thinking is the disciplined process of actively analyzing, evaluating, and synthesizing information to guide beliefs and actions. It involves questioning assumptions, recognizing biases, and considering alternative perspectives to arrive at well-reasoned conclusions. Critical thinking requires open-mindedness, analytical skill, and a reflective attitude that promotes understanding and rational decision-making. Essentially, it is the mental toolkit that empowers individuals to navigate complex issues thoughtfully and deliberately, rather than reacting impulsively or accepting information at face value.

The authors might identify Chapters 12, 13, and 14 as the "heart of the matter" because these sections focus on core skills and concepts that underpin effective critical thinking. They likely emphasize the importance of reasoning and evidence, which are fundamental to forming sound judgments. These chapters probably delve into how individuals can develop skills like analysis, inference, and evaluation—elements essential to discerning truth from falsehood amid abundant information. By emphasizing these concepts, the authors underscore that critical thinking is not just about memorization or surface-level understanding but involves deep cognitive engagement with material, fostering independent judgment and self-assessment.

The two concepts emphasized in these chapters are likely "reasoning" and "evidence." Reasoning refers to the mental process of making sense of information, connecting ideas logically, and drawing conclusions based on sound principles. Evidence involves the data, facts, or observations used to support arguments or decisions. I define reasoning as the cognitive process of logically connecting pieces of information to make informed judgments, while evidence is the supporting material that substantiates those judgments. These concepts are central to critical thinking because reasoning ensures coherence and legitimacy in thought, and evidence provides the factual basis needed for valid conclusions. The authors probably see these concepts as vital because they serve as the foundation for truth-seeking, problem-solving, and ethical decision-making, which are crucial skills in academic, professional, and personal contexts.

My greatest challenge in this session is overcoming cognitive biases that hinder objective evaluation. For this class, particularly, I find it challenging to remain open-minded when my preconceived notions are challenged. I also face difficulties in consistently applying analytical tools to evaluate sources thoroughly. To meet these challenges, I plan to utilize the concepts from these chapters by consciously practicing reflective thinking—questioning my assumptions and biases before forming judgments. I will also focus on gathering and critically assessing evidence, ensuring that my conclusions are supported by credible data. Beyond academics, these skills are applicable in personal decision-making and community engagement, helping me become a more informed and rational member of my family and society. By fostering awareness of my biases and honing my reasoning skills, I can improve my critical thinking approach in both academic and real-world settings.

References

• Facione, P. A. (2011). 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.
• Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. The University of Illinois.
• Norris, S. (1992). Cognition and the design of critical thinking. Educational Leadership, 49(6), 42-45.
• Lewandowsky, S., Ecker, U. K., & Cook, J. (2017). Beyond misinformation: Understanding and coping with the 'infodemic'. Journal of Applied Research in Memory and Cognition, 6(4), 353-369.
• Facione, P. A., & Facione, N. C. (2013). Think critically. California Academic Press.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Research, 28(2), 16-25.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
• Lipman, M. (2003). Thinking in Education. Cambridge University Press.
• Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.