Write For This Discussion: You Will Address The Follo 863510

Write For This Discussion You Will Address The Following Prompts Ke

Write: For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used. Explain at least five elements of critical thinking that you found in the reading material.

Search the Internet, media, or the UAGC Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills. Search the Internet, media, or the UAGC Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills. Your initial post should be at least 250 words in length, which should include a thorough response to each prompt.

You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see In-Text Citation HelperLinks to an external site.) and references (see Formatting Your References ListLinks to an external site.). Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills.

Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.

Paper For Above instruction

Critical thinking is essential in evaluating claims and arguments across various contexts, especially in academic and professional settings. This paper explores examples that demonstrate good and poor critical thinking skills, as well as key elements characterizing effective critical thinking.

One example of good critical thinking can be found in a TED Talk by Dr. Dan Ariely, a behavioral economist who discusses how our biases influence decision-making. Ariely systematically examines evidence, considers alternative explanations, and evaluates sources critically. For instance, he explores how cognitive biases, like overconfidence and anchoring, affect consumer behavior. His arguments are supported by rigorous experiments, and he explicitly addresses counterarguments, showcasing intellectual humility and open-mindedness. These elements reflect core aspects of critical thinking such as analysis, evaluation, and open-mindedness (Ariely, 2010).

Conversely, an example illustrating poor critical thinking involves a news article claiming that a certain supplement cures chronic illness without scientific evidence. The author presents anecdotal testimonials and selective data, dismissing scientific studies contradicting the claim. This demonstrates a lack of evaluation, as the author fails to analyze the evidence critically, ignores counterevidence, and relies on emotional appeals rather than logical reasoning. Such fallacious reasoning indicates a deficiency in elements like analytical thinking, evidence evaluation, and logical sequencing (Nickerson, 1998).

Five elements of critical thinking evident in Ariely’s presentation include: analytical thinking, open-mindedness, evidence evaluation, logical reasoning, and intellectual humility. Analytical thinking involves breaking down complex ideas into understandable components. Ariely deconstructs biases methodically. Open-mindedness is evident as he considers various perspectives and discusses limitations of his studies. Evidence evaluation is robust, as he supports claims with empirical data. Logical reasoning is shown in how he connects biases to outcomes systematically. Intellectual humility is reflected in acknowledgment of the study of biases' limits and the need for ongoing research (Facione, 2015).

Enhancing critical thinking involves strategies such as questioning assumptions, analyzing the source credibility, considering alternative explanations, reflecting on biases, and engaging in discourse that challenges one's viewpoints. These practices foster a more rigorous evaluation of information and reduce susceptibility to fallacious reasoning (Paul & Elder, 2014). For example, questioning the assumptions behind a claim encourages deeper understanding. Analyzing sources ensures reliability and minimizes misinformation. Considering alternative explanations broadens perspectives and prevents tunnel vision. Reflecting on biases makes individuals aware of their subjective influences, leading to more objective judgments. Engaging in constructive debate allows testing of ideas against differing viewpoints, reinforcing critical thinking skills.

References

• Ariely, D. (2010). The honest truth about dishonesty: How we lie to everyone—especially ourselves. Harper.
• Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
• Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220.
• Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
• Ennis, R. H. (2011). Critical thinking: Reflection, debate, and teacher education. The Journal of Philosophy of Education, 45(4), 347–362.
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
• Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 94(5), 810–824.
• Moore, B. N., & Parker, R. (2018). Critical thinking. McGraw-Hill Education.
• Scriven, M., & Paul, R. (1987). Defining critical thinking. The Critical Thinking Community.
• Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–17.