Critical reasoning: understanding and criticizing ; arguments and theories
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, MA [u.a.]
Wadsworth Cengage Learning
2012
|
| Ausgabe: | 7. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 409 S. graph. Darst. |
| ISBN: | 9780495808787 |
Internformat
MARC
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| 100 | 1 | |a Cederblom, Jerry |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Critical reasoning |b understanding and criticizing ; arguments and theories |c Jerry Cederblom ; David W. Paulsen |
| 250 | |a 7. ed. | ||
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Datensatz im Suchindex
| _version_ | 1804142812694839296 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XIII 1 DECIDINGWHAT TO BELIEVE 1 CRITICAL REASONING VERSUS
PASSIVE READING OR LISTENING 3
CRITICAL REASONING VERSUS MERE DISAGREEMENT 3 CRITICAL REASONING AS A
COOPERATIVE ENTERPRISE 5 SOME COMMON MISCONCEPTIONS ABOUT CRITICAL
REASONING 6
BENEFITS OF CRITICAL REASONING 7 EXERCISE 1.1 TAKING NOTICE OF
DISAGREEMENTS AND REASONING 8 THE MAIN TECHNIQUES OF CRITICAL REASONING
9
EXERCISE 1.2 A BEGINNING STEP: IDENTIFYING MAIN POINTS AND SUPPORTING
POINTS 12
2 THEANATOMYOF ARGUMENTS: IDENTIFYINGPREMISES
ANDCONCLUSIONS 19 THE KEY TO IDENTIFICATION: SEEING WHAT IS SUPPORTED BY
WHAT 22 CLUES TO IDENTIFYING ARGUMENT PARTS: INDICATOR WORDS 23 MARKING
THE PARTS OF ARGUMENTS 25
EXERCISE 2.1 TECHNIQUES FOR MARKING THE PARTS OF ARGUMENTS 26
WHAT TO DO WHEN THERE ARE NO INDICATOR WORDS: THE PRINCIPLE OF
CHARITABLE INTERPRETATION 28 EXERCISE2.2 USING THE PRINCIPLE OF
CHARITABLE INTERPRETATION TO IDENTIFY PREMISES AND CONCLUSIONS IN
ARGUMENTS WITHOUT EXPLICIT INDICATOR WORDS 30
PATTERNS OF ARGUMENT 31
V
IMAGE 2
VI CONTENTS
EXERCISE 2.3 USING ARGUMENT PATTERNS TO IDENTIFY PREMISES AND
CONCLUSIONS IN ARGUMENTS WITHOUT EXPLICIT INDICATOR WORDS 36
IDENTIFYING PREMISES AND CONCLUSIONS IN LONGER PASSAGES 38
EXERCISE 2.4 RECONSTRUCTING EXPLICITARGUMENTS IN LONGER PASSAGES 42
3 UNDERSTANDING ARGUMENTS THROUGHRECONSTRUCTION 45
UNDERSTANDING ARGUMENTS BY IDENTIFYING IMPLICIT CONCLUSIONS 46
UNDERSTANDING ARGUMENTS BY IDENTIFYING IMPLICIT PREMISES 48 ADDING BOTH
CONCLUSION AND PREMISES 50 GUIDELINES AND WARNINGS ABOUT ADDING IMPLICIT
PREMISES AND
CONCLUSIONS 51
EXERCISE3.1 RECOGNIZING ARGUMENT PATTERNS AND ADDING IMPLICIT PREMISES,
CONCLUSIONS, OR 80TH 55
MOVING TO REAL- WORLD DISCOURSE 63
SIMPLIFYING AND PARAPHRASING 64 FINDING AN ARGUMENT IN A SEA OF WORDS 66
RECONSTRUCTING ARGUMENTS WITH SUBORDINATE CONCLUSIONS 68
EXERCISE3.2 PUTTING ALL THIS INTO PRACTICE 70
4 EVALUATINGARGUMENTS: SOMEBASICQUESTIONS 77
WHEN DOES THE CONCLUSION FOLLOW FROM THE PREMISES? 79 THE COUNTEREXAMPLE
METHOD OF SHOWING THAT AN ARGUMENT S CONCLUSION DOES NOT FOLLOW 81 A
SECOND METHOD OF SHOWING THAT AN ARGUMENT S CONCLUSION
DOES NOT FOLLOW 84 DEPICTING VALIDITY 86 HOW OFTEN DO WE NEED TO SHOW
THAT AN ARGUMENT S CONCLUSION
DOESN T FOLLOW? 89
EXERCISE 4.1 SHOWING INVALIDITY 89
WHEN SHOULD THE PREMISES BE ACCEPTED AS TRUE? 90 TIPS ON CASTING DOUBT
ON PREMISES 91 PRESENTING COUNTEREXAMPLES TO UNIVERSAL GENERALIZATIONS
91 BREAKING IF-THEN CONNECTIONS 93
POINTING OUT DOUBTFUL IMPLICATIONS 93
EXERCISE 4.2 CASTING DOUBT ON PREMISES 94
SAMPIE APPRAISALS: EXAMPLES OF TECHNIQUES OF CRITICISM 94
EXERCISE 4.3 DISTINGUISHING THE VALIDITY OF AN ARGUMENT (THAT IS,
WHETHER THE CONCLUSION FOLIOWS) FRAM THE TRUTH OF ITS PREMISES 98
SOME SPECIAL CASES: ARGUMENTS THAT WE SHOULD OR SHOULD NOT DO SOMETHING
99 WE SHOULDN T DO A, BECAUSE A WILL RESULT IN B 100
IMAGE 3
CONTENTS VII
WE SHOULD DO A, BECAUSE A WILL RESULT IN B 103 THE CONTEXT OF ARGUMENTS
CONTAINING SHOULD 104
THE RATIONALE FOR USING THESE CRITICAL TECHNIQUES 105
EXERCISE4.4 CRITICIZING ARGUMENTS 106
5 WHEN DOESTHE CONCLUSIONFOLLOW?A MORE FORMAL
APPROACHTO VALIDITY (OPTIONAL) 113 EXERCISE5.1 FORMALIZING 115
STATEMENTS CONTAINING LOGICAL CONNECTIVES: WHEN ARE THEY TRUE? WHEN ARE
THEY FALSE? 117
EXERCISE5.2 EVALUATING STATEMENTS 122 TRUTH TABLES AS A TEST FOR
VALIDITY 123 COUNTEREXAMPLE: A SITUATION WHERE ALL THE PREMISES ARE TRUE
BUT THE CONCLUSION IS FALSE 125
EXERCISE5.3 TRUTH TABLES 128
REPRESENTING STRUCTURES WITHIN STATEMENTS: PREDICATES AND QUANTIFIERS
130 TESTING VALIDITY OF ARGUMENTS CONTAINING QUALIFIERS 131 (OPTIONAL) A
MORE FORMAL WAY OF REPRESENTING STATEMENTS WITH
QUANTIFIERS 135
EXERCISE 5.4 VENN DIAGRAMS 136 A GLIMPSE AT NATURAL DEDUCTION 138
6 FALLACIES:BADARGUMENTS THATTENDTO PERSUADE 143 PERSUASIVENESS:
LEGITIMATE AND ILLEGITIMATE 144 TYPES OF PERSUASIVE FALLACIES 144
DISTRACTION FALLACIES: FALSE DILEMMA, SLIPPERY SLOPE,
STRAW MAN 144 FALSE DILEMMA 144 SLIPPERY SLOPE 146 STRAW MAN 146
EXERCISE6.1 IDENTIFYING DISTRACTION FALLACIES 148
RESEMBLANCE FALLACIES: AFFIRMING THE CONSEQUENT, DENYING THE ANTECEDENT,
EQUIVOCATION, AND BEGGING THE QUESTION 151 AFFIRMING THE CONSEQUENT, AND
DENYING THE ANTECEDENT 151 EQUIVOCATION 153
BEGGING THE QUESTION 155
REVIEW: FALLACIES OF DISTRACTION AND RESEMBLANCE 156
EXERCISE6.2 IDENTIFYING DISTRACTION AND RESEMBLANCE FALLACIES 157
IMAGE 4
VIII CONTENTS
EMOTION AND REASON IN ARGUMENT 159
WHEN IS AN EMOTIONAL APPEAL ILLEGITIMATE? 160
EMOTION FALLACIES: APPEAL TO FORCE AND APPEAL TO PITY, PREJUDICIAL
LANGUAGE 162 APPEAL TO FORCE AND APPEAL TO PITY 162 PREJUDICIAL LANGUAGE
164
EXERCISE 6.3 IDENTIFYING EMOTION FALLACIES 165
EMOTION AND RESEMBLANCE COMBINED: APPEAL TO AUTHORITY AND ATTACKING THE
PERSON 166 APPEAL TO AUTHORITY AND ATTACKING THE PERSON 166 A NOTE ON
TERMINOLOGY 170
REVIEW: FALLACIES OF DISTRACTION, RESEMBLANCE, EMOTION, AND EMOTION AND
RESEMBLANCE COMBINED 171 EXERCISE 6.4 A COMPREHENSIVE REVIEW OF
FALLACIES 173 EXERCISE 6.5 FALLACIOUS OR NOT? 175
7 THATDEPENDSONWHAT YOUMEAN BY .. : 177
UNCLEAR EXPRESSIONS IN THE PREMISES: LOOKING FOR SHIFTS IN MEANING 179
THE POSSIBILITY OF MISLEADING DEFINITION 181
KINDS OF UNCLARITY: VAGUENESS AND AMBIGUITY 182 VAGUENESS 182 AMBIGUITY
182
INTERPRETING AND EVALUATING: A DIALOGUE PROCESS 184
EXERCISE 7.1 CRITICIZING ARGUMENTS THAT CONTAIN UNCLEAR WORDS OR
EXPRESSIONS 187
ARGUMENT AND DEFINITION 189
EVALUATING DEFINITION-LIKE PREMISES 191 RECONSTRUCTING CONCEPTUAL
THEORIES 192 A MODEL FOR CONCEPTUAL THEORIES 193
RECONSTRUCTING FRAGMENTARY THEORIES 195
EXERCISE 7.2 RECONSTRUCTING CONCEPTUAL THEORIES 197
THE CRITICISM OF CONCEPTUAL THEORIES 200 CRITICISM 1: PRESENTING A
COUNTEREXAMPLE 200 CRITICISM 2: SHOWING THAT A THEORY FAILS TO ELUCIDATE
200 CRITICISM 3: SHOWING THAT CONDITIONS ARE INCOMPATIBLE 201
EXERCISE 7.3 CRITICISM OF CONCEPTUAL THEORIES 203
CONCEPTUAL CLARIFICATION AND ARGUMENT 205
REVIEW 206
EXERCISE 7.4 RECONSTRUCTING AND CRITICIZING CONCEPTUAL THEORIES AND
ARGUMENTS BASED ON THEM 207
IMAGE 5
CONTENTS IX
8 ARGUMENTSTHATARE NOT DEDUCTIVE:INDUCTIONAND
STATISTICALREASONING 215 TWO TYPES OF INDUCTIVE ARGUMENTS 216 DEDUCTIVE
VERSUS NONDEDUCTIVE ARGUMENTS 218 EXERCISE8.1 GENERALIZATIONS,
DESCRIPTIONS OF PARTICULARS, AND INDUCTIVE
ARGUMENTS 219
CRITICIZING ARGUMENTS THAT GENERALIZE: SAMPLING ARGUMENTS 221 ATTACKING
THE PREMISES (DISPUTING THE DATA) 221 QUESTIONING THE REPRESENTATIVENESS
OF THE SAMPIE 221
POINTING TO A SHIFT IN THE UNIT OF ANALYSIS 226
CHALLENGING THE TRUTH OF THE CONCLUSION 227 SUMMARY OF CRITICISMS 228
EXERCISE8.2 CRITICIZING SAMPLING ARGUMENTS 229 ARGUMENTS WITH
STATISTICAL PREMISES 231
CRITICISMS OF ARGUMENTS WITH STATISTICAL PREMISES 232 DOUBTFUL
PREMISES;DILUTED PROBABILITY 232 MEETING THE REQUIREMENTOF TOTAL
AVAILABLERELEVANT EVIDENCE 232 EXERCISE8.3 CRITICIZING ARGUMENTS WITH
STATISTICAL PREMISES 235
IDENTIFYING INDUCTIVE AND DEDUCTIVE ARGUMENTS IN NATURAL PROSE PASSAGES
236 A MORE COMPLEX PASSAGE 237 REVIEW: TYPES OF INDUCTIVE ARGUMENTS 239
EXERCISE8.4 RECONSTRUCTING AND EVALUATING ARGUMENTS CONTAINED IN COMPLEX
PROSE PASSAGES 239
9 CAUSAL,ANALOGIEAL,AND CONVERGENT ARGUMENTS:
THREE MORE KINDSOF NONDEDUCTIVEREASONING 243 CAUSAL ARGUMENTS 245 FIVE
WAYS IN WHICH CAUSAL REASONING MIGHT FAIL 247 EXERCISE9.1 THE FAULTY
MOVE FROM CORRELATION TO CAUSE 249
SUPPORTING CAUSA I ARGUMENTS 252
THE CONTROLLED EXPERIMENT: HANDLING THE X-FACTOR 253 WHAT HAPPENS IF
CONTROL IS LIMITED? 256 PROBLEMS WITH GENERALIZING CAUSAL CLAIMS 258
EXERCISE 9.2 SUPPORTING CAUSAL ARGUMENTS 260
ARGUMENTS FROM ANALOGY 260
EXERCISE9.3 CRITICIZING ARGUMENTS FROM ANALOGY 263
IMAGE 6
X CONTENTS
CONVERGENT ARGUMENTS 265 EVALUATION OF CONVERGENT VERSUS DEDUCTIVE
ARGUMENTS 267 REPRESENTING CONVERGENT ARGUMENTS AND
COUNTER-CONSIDERATIONS 268 APPLYING CRITICISM TO CONVERGENT ARGUMENTS
WITH COUNTER-CONSIDERATIONS:
A FOUR-STEP PROCESS 270
EXERCISE 9.4 RECONSTRUCTING AND CRITICIZING CONVERGENTARGUMENTS 274
REVIEW: TYPES OF NONDEDUCTIVE ARGUMENTS 275
10 EXPLANATIONANDTHE CRITICISMOFTHEORIES 277 THAT S JUST A THEORY 279
PICKING OUT THEORIES 280 THEORIES HAVE BROADER SCOPE 281
THEORIES ARE MORE REMOTE FRAM EVIDENCE 281 THEORIES USE SPECIALIZED OR
TECHNICAL LANGUAGE 283 LEVELS OF EXPLANATION. 284
EXERCISE 10.1 IDENTIFYING THEORIES AND REGULARITIES 286
CRITICISM OF THEORIES 290
FIRST-STAGE CRITICISMS-PLAUSIBLE ALTERNATIVE; DOUBTFUL PREDICTIONS 291
EXERCISE 10.2 APPLYING FIRST-STAGE CRITICISMS TO THEORIES 293
SECOND-STAGE CRITICISMS-AD HOC DEFENSE; UNTESTABILITY 298
EXERCISE 10.3 APPLYING SECOND-STAGE CRITICISMS TO THEORIES 299 REVIEW OF
TECHNIQUES FOR CRITICIZING THEORIES 302
EXERCISE 10.4 CRITICIZING EMPIRICAL THEORIES IN LONGER PASSAGES 303
11 PUTTINGIT ALL TOGETHER:SIX STEPSTO UNDERSTANDING
AND EVALUATINGARGUMENTS 313 THE SIX-STEP PROCEDURE FOR EVALUATING
ARGUMENTS 315 A SAMPIE APPLICATION OF THE SIX-STEP PROCEDURE 316
PRELIMINARY STEP: READ PASSAGE CAREFULLY TO IDENTIFY ARGUMENTS 317
PASSAGE 11.1 317 STEP 1: BEGIN RECONSTRUCTION BY IDENTIFYING ANY
EXPLICIT PREMISES OR CONCLUSIONS IN OVERALL ARGUMENT 318 STEP 2:
COMPLETE RECONSTRUCTION BY ADDING AN IMPLICIT PREMISE TO THE
MAIN ARGUMENT 319 APPLYING STEPS 1 AND 2 TO THE SUPPORTING ARGUMENT 320
APPLYING STEPS 3, 4, AND 5 TO THE ARGUMENTS 320 APPLYING STEP 6 TO THE
ARGUMENTS 323
A SECOND APPLICATION: A CONVERGENT ARGUMENT CONTAINED IN A LINKED
ARGUMENT 324
IMAGE 7
CONTENTS XI
PASSAGE 11.2 324
APPLYING STEPS 1,2, AND 3 325 APPLYING STEPS 4, 5, AND 6 326
EXERCISE 11.1 APPLYING THE SIX-STEP PROCEDURE 327
EXERCISE 11.2 PUTTING IT ALL TOGETHER IN THE CLASSROOM: FISHBOWL
DISCUSSIONS AND CRITICAL EXCHANGES 336
12 MAKING REASONABLEDECISIONSAS AN AMATEUR
IN A WORLD OF SPECIALISTS 339 LEAVING IT TO THE EXPERTS 340 WHO ARE THE
EXPERTS? 341 WHAT IF THE EXPERTS DISAGREE? 341
HOW CAN WE CONTROL THE INFLUENCE OF EXPERTS? 342
THE DILEMMA 342
TWO WAYS OF NOT FACING THE DILEMMA 343 RELATIVISM 343 THE DOGMATISM OF
THE TRUE BELIEVER 344
COPING WITH THE DILEMMA 34 5
DEVELOPING OPINIONS WITHOUT ACTING ON THEM 345 A PROPOSED STRATEGY 346
STILL A PROBLEM: THE DISAGREEMENT OF EXPERTS 346
CREATING ARGUMENTS AND THEORIES: IDENTIFYING THE EXPERTS 346
CREATING ARGUMENTS AND THEORIES: CONTROLLING THE EXPERTS 347
HOW DOES ONE CREATE ARGUMENTS AND THEORIES? 347 CRITICIZING AND CREATING
347
THE STRATEGY AND ITS PROSPECTS 348
CAN INFORMATION TECHNOLOGY DISSOLVE THE DILEMMA? 349 THE CONTEMPORARY
PROBLEM OF KNOWLEDGE 350
EXERCISE 12.1 CASESTUDY FOR INDIVIDUAL WRITING EXERCISE OR GROUP
DISCUSSION 351
GLOSSARY 353
ANSWERS TO SELECTED EXERCISES 357
INDEX 403
|
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| id | DE-604.BV036422043 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:37:43Z |
| institution | BVB |
| isbn | 9780495808787 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020218878 |
| oclc_num | 665137251 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVI, 409 S. graph. Darst. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Wadsworth Cengage Learning |
| record_format | marc |
| spelling | Cederblom, Jerry Verfasser aut Critical reasoning understanding and criticizing ; arguments and theories Jerry Cederblom ; David W. Paulsen 7. ed. Boston, MA [u.a.] Wadsworth Cengage Learning 2012 XVI, 409 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Argumentation (DE-588)4002899-9 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 gnd rswk-swf Logik (DE-588)4036202-4 gnd rswk-swf Kritisches Denken (DE-588)4231288-7 s DE-604 Argumentation (DE-588)4002899-9 s Logik (DE-588)4036202-4 s 1\p DE-604 Paulsen, David W. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020218878&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cederblom, Jerry Paulsen, David W. Critical reasoning understanding and criticizing ; arguments and theories Argumentation (DE-588)4002899-9 gnd Kritisches Denken (DE-588)4231288-7 gnd Logik (DE-588)4036202-4 gnd |
| subject_GND | (DE-588)4002899-9 (DE-588)4231288-7 (DE-588)4036202-4 |
| title | Critical reasoning understanding and criticizing ; arguments and theories |
| title_auth | Critical reasoning understanding and criticizing ; arguments and theories |
| title_exact_search | Critical reasoning understanding and criticizing ; arguments and theories |
| title_full | Critical reasoning understanding and criticizing ; arguments and theories Jerry Cederblom ; David W. Paulsen |
| title_fullStr | Critical reasoning understanding and criticizing ; arguments and theories Jerry Cederblom ; David W. Paulsen |
| title_full_unstemmed | Critical reasoning understanding and criticizing ; arguments and theories Jerry Cederblom ; David W. Paulsen |
| title_short | Critical reasoning |
| title_sort | critical reasoning understanding and criticizing arguments and theories |
| title_sub | understanding and criticizing ; arguments and theories |
| topic | Argumentation (DE-588)4002899-9 gnd Kritisches Denken (DE-588)4231288-7 gnd Logik (DE-588)4036202-4 gnd |
| topic_facet | Argumentation Kritisches Denken Logik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020218878&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT cederblomjerry criticalreasoningunderstandingandcriticizingargumentsandtheories AT paulsendavidw criticalreasoningunderstandingandcriticizingargumentsandtheories |