Asking the Right Questions, A Guide to Critical Thinking, 8th Ed

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206 Final Word forward toward some better understanding of who we are. And all the while, you will be improving yourself as a thinker. Criticism is always a tricky business. In many families and schools, disagreement is identified with meanness. In these settings, the preferred social role is smiling agreement with whatever reasoning is announced. As a critical thinker, you must consider the stark sound of your critical questions in such a context and work self-consciously to make certain that your critical thinking is seen in its best light. Your best strategy is to present yourself as someone, who like the person who made the argument in the first place is stumbling around, but always watchful for better conclusions. Openness is a central value of a critical thinker, and you show that openness by your eagerness to listen and discover. Whoever finds the better conclusion first is not relevant; what is important is the search for better conclusions. If you give signals to those trying to persuade you that you are their partner in a discovery process intended to enrich you both, they may see your critical questions as a tool that is indispensable to both of you. Strategies for Effective Critical Thinking How can you give others the sense that your critical thinking is a friendly tool, one that can improve the lives of the listener and the speaker, the reader, and the writer? Like other critical thinkers, we are always struggling with this question. Let us conclude this book with a few of the techniques we try to use. 1. Be certain to demonstrate that you really want to grasp what is being said. Ask questions that indicate your willingness to grasp and accept new conclusions. 2. Restate what you heard or read and ask whether your understanding of the argument is consistent with what was written or spoken. 3. Voice your critical questions as if you are curious. Nothing is more deadly to the effective use of critical thinking than an attitude of "Aha, I caught you making an error." 4. Request additional reasons that might enable the person to make a stronger argument than the one originally provided. 5. Work hard to keep the conversation going. If critical thinking is deployed like a bomb, thinking on that topic is halted.
Final Word 207 6. Ask the other person for permission to allow you to explore any weaknesses in the reasoning. The idea with this strategy is to encourage the other person to examine the argument with you. 7. Convey the impression that you and the other person are collaborators, working toward the same objective - improved conclusions. As a parting shot, we want to encourage you to engage with issues. Critical thinking is not a sterile hobby. It provides a basis for a partnership for action among the reasonable. Beliefs are wonderful, but their payoff is in our subsequent behavior. After you have found the best answer to a question, act on that answer. Make your critical thinking the basis for the creation of an identity of which you can be proud. Put it to work for yourself and for the community in which you find yourself.
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Eighth Edition Asking the Right Que
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Contents Preface viii 1 The Benefit
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Contents v Summary 79 Practice Exer
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Practice and Review 193 Question Ch
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Preface ix audience requires us to
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Preface xi he or she knows best? Cr
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CHAPTER 1 THE BENEFIT OF ASKING THE
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The Benefit of Asking the Right Que
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16 Chapter 2 When we read or listen
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18 Chapter 2 clue is knowledge of t
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20 Chapter 2 Clue No. 2: Look for i
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22 Chapter 2 Practice Exercises (JM
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CHAPTER 3 I WHAT ARE THE REASONS? R
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What Are the Reasons? 27 So when we
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What Are the Reasons? 29 One of the
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What Are the Reasons? 31 author bel
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What Are the Reasons? 33 Critical T
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What Are the Reasons? 35 b. Student
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38 Chapter 4 mind. A quota for tour
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40 Chapter 4 Another useful guide f
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42 Chapter 4 meanings. Isn't it tru
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44 Chapter 4 The phrase "give great
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46 Chapter 4 how much work is requi
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48 Chapter 4 through strength, the
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50 Chapter 4 Passage 1 School dress
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52 Chapter 4 ff\ V^t CRITICAL QUEST
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54 Chapter 5 has taken for granted.
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56 Chapter 5 Value Conflicts and As
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58 Chapter 5 to be like. What stand
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60 Chapter 5 Typical Value Conflict
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62 Chapter 5 How desirable a conseq
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64 Chapter 5 Avoiding a Typical Dif
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66 Chapter 5 Therefore, the major v
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68 Chapter 5 Summary Assumptions ar
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CHAPTER 6 I WHAT ARE THE DESCRIPTIV
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What Are the Descriptive Assumption
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84 Chapter 7 While answering our fi
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86 Chapter 7 Sandy: "But what about
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88 Chapter 7 The relevance of the s
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90 Chapter 7 F: Appeal to questiona
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92 Chapter 7 the two choices are be
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94 Chapter 7 Neither respondent sat
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96 Chapter 7 This sort of "reasonin
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98 Chapter 7 you are most likely to
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100 Chapter 7 of the AIDS hysteria
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102 Chapter 7 JOE'S CONCLUSION: Bee
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104 Chapter 8 Qfj Critical Question
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106 Chapter 8 supporting a prescrip
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108 Chapter 8 reflects strong biase
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110 Chapter 8 grants to do research
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112 Chapter 8 Was the authority in
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114 Chapter 8 In this chapter, we h
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116 Chapter 8 Passage 2 CONCLUSION:
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118 Chapter 9 see or hear, selectin
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120 Chapter 9 answered only tentati
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122 Chapter 9 Clues for Evaluating
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124 Chapter 9 generalize have an eq
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126 Chapter 9 Survey and questionna
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128 Chapter 9 Case Examples as Evid
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130 Chapter 9 Identifying and Compr
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132 Chapter 9 however, is a human b
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134 Chapter 9 you can rely most on
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136 Chapter 9 being an alcoholic, a
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138 Chapter 10 litde boy offered on
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140 Chapter 10 In this study, the r
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142 Chapter 10 The Cause or A Cause
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144 Chapter 10 Should parents take
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146 Chapter 10 Confusing Causation
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148 Chapter 10 To appreciate the fl
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150 Chapter 10 Evaluating Rival Cau
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152 Chapter 10 Sample Responses Pas
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Page 219: Final Word Critical thinking is a t
Page 224 and 225: 210 Index Communication (effective)
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Asking the Right Questions, A Guide to Critical Thinking, 8th Ed

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