Philosophy 1100

1. Philosophy 1100 Title: Critical Reasoning Instructor: Paul Dickey E-mail Address: pdickey2@mccneb.edu Website:http://mockingbird.creighton.edu/NCW/dickey.htm Quia Class Website www.quia.com Hand in Today’s Work: Syllabus Quiz & Your Questions Reading Assignment for Next week Chapters 3 & 5 of your text. (skip pp. 87-92) Let’s assign discussion leaders.

2. ·What is an Argument? ·        “collect” from your daily experience 2-3 “artifacts” that describe what an argument is and/or give examples (regarding, as you choose, ones related to life choices, relationships, job, politics, and so on). ·        For each, write a description or explanation of the artifact selected and its relevance to the class topic (1 paragraph) ·        Write a brief assessment of the relevance of your anecdotes chosen in Section One of your portfolio to that topic. Student Portfolios: Assignment #2

3. Chapter One What is Critical Thinking, Anyway?

4. Intro • Kai Aclinou, Group Leader • Does critical thinking need to be guided? • What should critical thinking be focused on? • Questions?

5. Beliefs and Claims • Connor Adolf, Group Leader • Objective vs. Subjective Claims • Facts vs. Opinions • Moral Subjectivism • Questions?

6. What is aFactual Claim? • A claim is sometimes called an assertion, an opinion, a belief, a “view”, a thought, a conviction, or perhaps, an idea. • A claim must be expressed as a statement or a complete, declarative sentence. It cannot be a question. • In its clearest form, a claim asserts that something is true or false. That is, it asserts a fact. This kind of claim is known as a “factual claim” or a “descriptive claim.”

7. What is aNormative Claim? • Value statements can also be claims though. In such claims, a fact is not asserted in the same sense that it was in factual claims. • For example, the claim “You should come to class” is not true or false (at least in the same way that the claim “P1100 class is held in Room 218” is). • Thus, some claims are “normative claims” or “prescriptive claims.” They express values and how one should act based on values. A value statement is a claim that asserts something is good or bad.

8. Now, Critical Thinking is Absolutely Relevant to Both Sets of Claims • As we shall see in this class, it is necessary that we identify very clearly which kind of a claim we have before we can properly evaluate any argument for it! • Thus, please note we are taking a position against the subjectivist and saying that even moral judgments can be analyzed by the principles of critical thinking.

9. Arguments & Subjectivism • The view that “one opinion is as good as another,” “it’s true for me though it might not be true for you” or “whatever is true is only what you think is true” is known as subjectivism. • For some things, this makes sense, e.g. • Miller taste great. • My grandson is cute. • The waiter at the restaurant was nice. • Your text refers to these as “subjective claims” and says that “some people” (but presumably not critical thinkers may call these “opinions.”)

10. Subjectivism • To tell if something is subjective, ask yourself: “If Susan says “A” is true and Tiffany says “A” is not true, is it reasonable to say that they both are right? • One cannot give an argument either for or against a subjective position. • But be careful. Is it reasonable to argue that the most significant beliefs in our lives are subjective – whether God exists, whether you are living your life morally, or whom you should love?

11. Subjectivism • The critical thinker always prefers objectivity to subjectivism whenever it is appropriate and necessary. • A critical thinker is not subjective about issues that can be evaluated by objective standards and evidence. • However, few issues or ideas if any have no subjective component. • Even different heart specialists may prefer different techniques for no accepted medical reason. • Simon Cowell dresses well.

12. Issues • Marche Damper, Group Leader • Can you have a rational argument about something if you don’t’ know what you are talking about or if one person is talking about something different? • So, what does “about” • mean? • Topics vs. Issues • Questions?

13. What is an ISSUE? • Consider the following: • Honda Accords are good cars to buy. They are cheap to fix. Their parts are easily found. • How many claims are there? • But what is the ISSUE? • Thus, an ISSUE is the Question we are asking. That is, we need to determine what claim we are asking about whether or not it is true. • Then, we must identify the ARGUMENT “in support of” the issue. Once the claim though is identified, we can also see that we are giving an ARGUMENT “for” that claim being true or false.

14. Arguments • Kayle Gretzchman, Group Leader • Connor Johns, Group Leader • How many parts does an argument have? • Does it always have exactly the same? • How is an argument different • from a dispute? Is it different • than an explanation? • Questions?

15. The Fundamental Principle of Critical Thinking is The Nature of an Argument • Making a claim is stating a belief or opinion -- the conclusion • An argument is presented when you give a reason or reasons that the claim is true. -- the premise(s) • Thus, an argument consists of two parts, and one part (the premise or premises) is/are the reason(s) for thinking that the conclusion is true.

16. An Argument is . . . • An attempt to support a claim (or conclusion) by giving reasons (or premises) for believing it. • Not to be confused with the confrontational act of attempting to persuade. • Please note: We are reserving the use of “argument” to refer to the combination of claim & premises and not using it as it often is in daily speech to refer to premises only.

17. Cognitive Biases • Ross Keenan, Group Leader • Do we need a class in critical thinking? • Aren’t we all rational and reasonable most of the time anyway? • How do we often form • our beliefs? • Questions?

18. Arguments & Cognitive Bias Psychologists are interested in why people think the way they do, that is, they are interested in explanations for the human behavior of thinking and reasoning. This is very different than laying out guidelines FOR critical thinking as we are trying to do, but their results are very interesting on the scientific issue.

19. Arguments & Cognitive Bias Consequently, your text discusses several “cognitive biases” that have been proposed by psychologists as explanations for why people act as they do (which is often counter to the principles of critical thinking that we will discuss.) Please observe that psychologists are primarily interested in “factual” or objective claims and issues and we as philosophers are interested in “normative” (but NOT “subjective” ones).

20. Truth and Knowledge • Tyron Wendell Kwong, Group Leader • What do we mean when we say something is true? • What do we mean when we say we know something? • What Can’t Critical Thinking Do? • Questions?

21. Chapter Two Two Kinds of Reasoning

22. General Features of Arguments • Ethan Perez, Group Leader • WYSIWYG ? NOT NECESSARILY! • Conclusions used as premises. • Unstated premises and conclusions. • Questions?

23. Consider this “Argument” • Premise: No one can check out books from the MCC library without either a student or a faculty I.D.. • Claim/Conclusion: My wife cannot check out a book at the MCC library. • Does this seem like a good argument? Why or why not?

24. Consider this “Argument” • The party that collects the most money from wealthy donors will win the presidency and the Republican party will collect much more money that will the Democrats. • Does this seem like a good • argument? Why or why not?

25. And also remember: • Premises can themselves be questioned and raise issues, and thus in a different argument serve as claims for which “reasons to believe” or premises are required. • Oftentimes, claims & premises are unstated in real life arguments. Perhaps the proponent of the argument is making assumptions which are not clear.