Critical Thinking pdf by Brooke Noel Moore and Richard Parker – 9th edition
have taught philosophy at California State University, Chico, for more years than they care to count. Aside from courses in logic and critical thinking, Moore also tries to teach epistemology and analytic philosophy. He is also past chair of the department and once was selected as the university’s Outstanding Professor.
Parker’s other teaching duties include courses in the history of modern philosophy and philosophy of law,- he has chaired the academic senate and once upon a time was dean of undergraduate education.
Moore majored in music at Antioch College,- his Ph.D. is from the University of Cincinnati. For a time he held the position of the world’s most serious amateur volleyball player. He and Marianne currently share their house with three large dogs. Moore has never sold an automobile.
Parker’s undergraduate career was committed at the University of Arkansas,- his doctorate is from the University of Washington. He drives a ’62 MG, rides a motorcycle, plays golf for fun, shoots pool for money, and is a serious amateur flamenco guitarist. He and Alicia live part of the year in southern Spain.
Moore and Parker have been steadfast friends through it all.
WHAT IS CRITICAL THINKING?
In the text, we give a couple of brief characterizations of critical thinking, and as shorthand they will serve well enough. But the Collegiate Learning Assessment (CLA) Project of the Council for Aid to Education has come up with a list of skills that covers almost everything your authors believe is important in critical thinking. If you achieve mastery over all these or even a significant majority of them, you’ll be well ahead of most of your peers-and your fellow citizens. In question form, here is what the council came up with:
How well does the student
■ determine what information is or is not pertinent;
■ distinguish between rational claims and emotional ones;
■ separate fact from opinion;
■ recognize the ways in which evidence might be limited or compromised;
■ spot deception and holes in the arguments of others;
■ present his/her own analysis of the data or information;
■ recognize logical flaws in arguments;
■ draw connections between discrete sources of data and information;
■ attend to contradictory, inadequate, or ambiguous information;
■ construct cogent arguments rooted in data rather than opinion;
■ select the strongest set of supporting data;
■ avoid overstated conclusions;
■ identify holes in the evidence and suggest additional information to collect;
■ recognize that a problem may have no clear answer or single solution;
■ propose other options and weigh them in the decision;
■ consider all stakeholders or affected parties in suggesting a course of action;
■ articulate the argument and the context for that argument;
■ correctly and precisely use evidence to defend the argument;
■ logically and cohesively organize the argument;
■ avoid extraneous elements in an argument’s development;
■ present evidence in an order that contributes to a persuasive argument?
Table of Contents
About the Authors
- Chapter 1: Critical Thinking Basics
- Chapter 2: Two Kinds of Reasoning
- Chapter 3: Clear Thinking, Critical Thinking, and Clear Writing
- Chapter 4: Credibility
- Chapter 5: Persuasion Through Rhetoric: Common Devices and Techniques
- Chapter 6: More Rhetorical Devices: Psychological and Related Fallacies
- Chapter 7: More Fallacies
- Chapter 8: Deductive Arguments I: Categorical Logic
- Chapter 9: Deductive Arguments II: Truth-Functional Logic
- Chapter 10: Three Kinds of Inductive Arguments
- Chapter 11: Causal Explanation
- Chapter 12: Moral, Legal, and Aesthetic Reasoning
Appendix 1: Essays for Analysis (and a Few Other Items)
Online Unit: Appendix 2: The Scrapbook of Unusual Issues
Size: 12 Mb
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