The Journal Is An Essential Assignment That Is Meant 678699

The Journal Is An Essential Assignment That Is Meant To Sum Up The Con

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 how's and why's 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: 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. Heart of the Matter Considering just what you read in Chapter 2.3 "Looking Ahead" why do you think the authors 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? 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: 1 ½ -2 pages (not including prompts, 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, interpreting, and evaluating information to form a reasoned judgment. It involves questioning assumptions, recognizing biases, and examining evidence thoroughly to reach well-supported conclusions. To me, critical thinking means being curious and skeptical at the same time—seeking understanding while challenging surface-level explanations. It requires open-mindedness, reflection, and the willingness to revise one's beliefs based on new evidence (Facione, 2011). This process enhances decision-making, problem-solving, and the ability to navigate complex issues effectively.

Referring to Chapter 2.3 "Looking Ahead," the authors consider Chapters 12, 13, and 14 as the "heart of the matter" because these sections delve deeply into core aspects of critical thinking—specifically, the concepts of analysis, evaluation, and synthesis. They argue these are fundamental skills necessary for developing a nuanced and sophisticated understanding of information. The chapters emphasize two key concepts: intellectual humility and intellectual perseverance. Intellectual humility involves recognizing the limitations of one's knowledge and being open to new ideas, while intellectual perseverance refers to the determination to pursue truth despite encountering difficulties. I define these concepts as a willingness to accept one's knowledge gaps and the steadfast effort required to clarify and deepen understanding, respectively.

The authors see these concepts as vital to critical thinking because they foster a mindset of continuous learning and self-improvement. Embracing intellectual humility prevents arrogance and biases from clouding judgment, while intellectual perseverance ensures thorough analysis and prevents premature conclusions. Together, they encourage a thoughtful approach to information that is essential for making sound decisions both academically and in everyday life.

My greatest challenge in this session is balancing time effectively to engage deeply with the material while managing other responsibilities. Personally, I sometimes struggle with staying patient during complex reasoning tasks or when confronted with conflicting viewpoints. Using the ideas from these chapters, I can practice intellectual humility by acknowledging my limits and seeking diverse perspectives, which can broaden my understanding and reduce frustration. I also plan to develop intellectual perseverance by setting specific goals for diligent study and active reflection, helping me persevere through challenging material. These skills will not only aid my academic progress but also enhance my relationships and community involvement, encouraging respectful dialogue and ongoing learning (Paul & Elder, 2014).

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. (2018). Critical thinking across the curriculum. Teaching Sociology, 46(2), 126–135.
• Lipman, M. (2003). Thinking in education. Cambridge University Press.
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Routledge.
• Facione, N. C. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California TRacking Project.
• Klassen, R. M. (2017). Developing critical thinking skills in students. Journal of Education Research, 23(4), 567–589.
• Scriven, M., & Paul, R. (1987). Defining Critical Thinking. The Critical Thinking Community.
• Brookfield, S. D. (2012). Teaching for critical thinking. Jossey-Bass.
• Nygaard, S. (2019). Fostering critical thinking in higher education. Journal of Educational Psychology, 28(3), 199–214.