Think

Erscheinungsjahr 2009
ISBN: 978-0-07-016489-5
Verlag: McGraw-Hill Education - Europe

Buch, Englisch, 512 Seiten, Format (B × H): 215 mm x 274 mm, Gewicht: 1009 g

"Real Thinking for Real Life"
For your classes in Critical Thinking, McGraw-Hill introduces THiNK, the latest in its acclaimed M Series. Critical Thinking begins by listening and we began THiNK by listening to and observing students and instructors. McGraw-Hill conducted extensive research to gain insight into students' studying and buying behavior, as well as instructor challenges. Students told us they wanted more portable texts with innovative visual appeal and content that is designed according to the way they learn. Instructors told us they wanted a way to engage their students without compromising on high quality content.
THiNK is critical thinking come to life. This innovative text provides instructors with scholarly yet succinct content on critical thinking and logical argumentation in a format that captivates students. With current examples, exercises, and applications, and powerful pedagogy that links concepts within and between chapters, THiNK directs students to make connections between skill development and application to their college studies, careers, and personal lives.
More current, more portable, more captivating, plus a rigorous and innovative research foundation adds up to: more learning. When you meet students where they are, you can take them where you want them to be.

Autoren/Hrsg.

Boss, Judith A.

Boss, Judith

Fachgebiete

• Geisteswissenschaften Philosophie Philosophie: Allgemeines, Methoden

Inhaltsverzeichnis

TABLE OF CONTENTSChapter 1: Why are Critical Thinking and Logic Skills ImportantWhat is Critical Thinking?Critical Thinking in Everyday LifeCognitive Development in College Students Characteristics of a Good Critical ThinkerAnalytical SkillsEffective CommunicationResearch and Inquiry SkillsFlexibility and Tolerance for AmbiguityOpen-minded SkepticismCreative Problem-solvingAttentive, Mindful, and CuriousCollaborative LearningCritical Thinking and Self-DevelopmentLiving the Self-Examined LifeDeveloping a Rational Life PlanFacing ChallengesThe Importance of Self-EsteemCritical Thinking in a DemocracyBarriers to Critical ThinkingThe Three-tier Model of ThinkingResistanceTypes of ResistanceNarrow-mindednessRationalization and DoublethinkCognitive and Social DissonanceStress as a BarrierCritical Thinking Issue: Perspectives on Affirmative Action in College AdmissionsNancy Cantor, Affirmative Action and Higher Education George W. Bush, Remarks by the President on the Michigan Affirmative Action CaseChapter 2: Reason and Emotion in Critical Thinking What is Reason?Traditional Views of ReasonGender, Race, Age, and Reason Dreams and Problem-SolvingThe Role of Emotion in Critical ThinkingCultural Attitudes Toward EmotionEmotional Intelligence and the Positive Effects of Emotion Negative Effects of EmotionIntegrating Emotion and ReasonArtificial Intelligence, Reason, and EmotionThe Field of Artificial IntelligenceCan Computers Think?Can Computers Feel Emotion?Faith and ReasonFideism: Faith Transcends ReasonRationalism: Religious Beliefs and Reason Critical Rationalism: Faith and Reason are CompatibleReligion, Spirituality and Real-Life DecisionsCritical Thinking Issue: Perspectives on the Spirituality and Evolution of Artificial Intelligence Ray Kurzweil, Artificial Intelligence and EvolutionNoreen Herzfeld, In Our Image: Artificial Intelligence and the Human Spirit Chapter 3: Language and Communication What is Language?Functions of LanguageNonverbal LanguageDefinitionsDenotative and Connotative MeaningsStipulative DefinitionsLexical DefinitionsPrecising DefinitionsPersuasive DefinitionsEvaluating DefinitionsFive Criteria Verbal Disputes Based on Ambiguous DefinitionsCommunication StylesIndividual Styles of CommunicationCommunication Style, Gender and RaceCultural Differences in Communication StylesThe Use of Language to ManipulateEmotive LanguageRhetorical DevicesDeception and LyingCritical Thinking Issue: Perspectives on Free Speech Zones on College CampusesWest Virginia University, Policy on Free Speech ActivitiesGreg Lukianoff, Letter to President Hardesty, WVU, Freedom for IndividualRights in EducationRobert J. Scott, Reasonable Limits Are GoodChapter 4: Knowledge, Evidence and Errors in Thinking Human Knowledge and Its LimitationsRationalism and EmpiricismKant and the Structure of the MindEvaluating EvidenceDirect Experience and False MemoriesThe Unreliability of Hearsay and Anecdotal EvidenceExperts and CredibilityEvaluating Evidence for a ClaimResearch ResourcesCognitive and Perceptual Errors in ThinkingPerceptual ErrorsMisperception of Random DataMemorable Events ErrorProbability ErrorSelf-serving BiasesSelf-fulfilling PropheciesSocial Errors and Biases"One of Us/One of Them" ErrorSociety ExpectationsGroup Pressure and ConformityDiffusion of ResponsibilityCritical Thinking Issue: Perspectives on the Existence of Unidentified Flying Objects (UFOs)Edward U. Condon, Scientific Study of Unidentified Flying ObjectsJ. Allen Hynek, The UFO Experience: A Scientific InquiryRoyston Paynter, Physical Evidence and UFOs Chapter 5: Informal Fallacies What is a Fallacy?Fallacies of AmbiguityEquivocationAmphibolyFallacy of AccentFallacy of DivisionFallacies of RelevancePersonal Attack (Ad Hominem Fallacy)Appeal to Force (Scare Tactics)Appeal to PityPopular AppealAppeal to IgnoranceHasty GeneralizationStraw ManRed HerringFallacies Involving Unwarranted AssumptionsBegging the QuestionInappropriate Appeal to AuthorityLoaded QuestionFalse DilemmaQuestionable CauseSlippery SlopeNaturalistic FallacyStrategies for Avoiding FallaciesCritical Thinking Issues: Perspectives on Going to War in IraqPresident George W. Bush, Remarks on the Iraqi ThreatDave Koehler, Fallacies and War: Misleading a Nervous America to the Wrong ConclusionChapter 6: Recognizing, Analyzing, and Constructing Arguments What is an Issue?Identifying an IssueAsking the Right QuestionsArgumentation versus RhetoricDistinguishing Between Rhetoric and ArgumentationAvoiding RhetoricRecognizing an ArgumentPropositionsPremises and ConclusionsNonarguments: Explanations and Conditional StatementsBreaking Down and Diagramming ArgumentsBreaking Down an Argument into Propositions Identifying Premise(s) and Conclusion in Complex ArgumentsDiagramming an ArgumentEvaluating ArgumentsClarity: Is the Argument Clear and Unambiguous? Credibility: Are The Premises Supported by Evidence?Relevance: Are The Premises Relevant to the Conclusion?Completeness: Are There Any Unstated Premises and Conclusions?Soundness: Are the Premises True and Do They Support the Conclusion?Constructing an ArgumentSteps for Constructing an ArgumentTesting and Revising Your ArgumentWriting a College Essay Based on Logical ArgumentationUsing Arguments in Making Real-Life DecisionsCritical Thinking Issue: Perspectives on Same Sex MarriageMichael Nava and Robert Dawidoff, The Case for Gay MarriagesRobert Sokolowski, The Threat of Same-Sex Marriage Chapter 7: Inductive Arguments What is an Inductive Argument?The Use of Inductive Reasoning in Everyday LifeGeneralizationUsing Polls, Surveys, and Sampling to Make GeneralizationsApplying Generalizations to Particular CasesEvaluating Inductive Arguments Using GeneralizationAnalogiesUses of AnalogiesArguments Based on AnalogiesAnalogies as Tools for Refuting ArgumentsEvaluating Inductive Arguments Based on AnalogiesCausal ArgumentsCausal RelationshipsCorrelationsEstablishing Causal RelationshipsCausal Arguments in Public Policy and Everyday Decision MakingEvaluating Causal ArgumentsCritical Thinking Issue: Perspectives on Legalizing MarijuanaKaren P. Tandy, Marijuana: The Myths Are Killing Us Paul Armentano, Cannabis, Mental Health and Context: The Case for RegulationWayne Hall, MD, The Cannabis Policy Debate: Finding a Way Forward Chapter 8: Deductive Arguments What is a Deductive Argument?Deductive Reasoning and SyllogismsValid and Invalid ArgumentsSound and Unsound ArgumentsTypes of Deductive ArgumentsArguments by EliminationArguments Based on MathematicsArguments from DefinitionHypothetical SyllogismsModus PonensModus TollensChain ArgumentsEvaluating Hypothetical Syllogisms for Validity Evaluating Hypothetical Syllogisms for SoundnessCategorical SyllogismsStandard Form Categorical SyllogismsQuantity and QualityDiagramming Propositions with Venn DiagramsUsing Venn Diagrams to Evaluate Categorical SyllogismsTranslating Ordinary Arguments into Standard FormRewriting Everyday Propositions in Standard-FormIdentifying the Three Terms in the ArgumentPutting the Argument in Standard FormCritical Thinking Issue: Perspectives on the Death PenaltyGregg v. Georgia: Excerpts from the Majority Opinion of Justice Potter Stewart Ernest van den Haag, The Ultimate Punishment: A Defense of Capital Punishment European Union, Memorandum on the Death Penalty Chapter 9: Critical Thinking in Ethics and Moral Decision-Making What is Moral Reasoning?Moral Values and HappinessConscience and Moral SentimentThe Development of Moral ReasoningLawrence Kohlberg's Stage Theory of Moral DevelopmentCarol Gilligan on Moral Reasoning WomenThe Development of Moral Reasoning in College StudentsMoral Theories: Morality is RelativeEthical SubjectivismCultural RelativismMoral Theories: Morality is UniversalUtilitarianism (Consequence-Based Ethics)Deontology (Duty-Based Ethics)Rights-Based ethicsVirtue EthicsMoral ArgumentsRecognizing Moral ArgumentsConstructing Moral Arguments Evaluating Moral ArgumentsResolving Moral DilemmasCritical Thinking Issue: Perspectives on AbortionRoe v. Wade: Excerpts from the Majority Opinion, Justice Blackmun Judith Jarvis Thomson, A Defense of AbortionSerrin M. Foster, Refuse to Choose: Women Deserve Better than AbortionChapter 10: Critical Thinking in Marketing and Advertising Marketing in a Consumer CultureMarketing ResearchAvoiding Confirmation Bias and Other Errors in ThinkingMarketing StrategiesThe SWOT ModelConsumer Awareness of Marketing StrategiesAdvertising and the MediaThe Role of Advertising in the MediaProduct PlacementTelevision Advertising and ChildrenEvaluating AdvertisementsCommon Fallacies in AdvertisementsRhetorical Devices and Misleading LanguageFaulty and Weak ArgumentsA Critique of AdvertisingChapter 11: Critical Thinking in the Mass Media Mass Media in the United StatesThe Rise of Mass MediaThe Media TodayThe News MediaCredibility of News CoverageSensationalism and the News as EntertainmentBias in the NewsDepth of News AnalysisConfirmation BiasScience ReportingMisrepresentation of Scientific FindingsGovernment Influence and BiasEvaluating Scientific ReportsThe InternetImpact of the Internet on Daily LifeSocial NetworkingThe Internet as "The Great Equalizer"Misuse of the Internet: Pornography and Plagiarism Media Literacy: A Critical Thinking ApproachExperiencing the MediaInterpreting Media MessagesChapter 12: Critical Thinking in the SciencesWhat is Science?The Scientific RevolutionAssumptions Underlying ScienceLimitations of ScienceScience and ReligionThe Scientific MethodIdentify the ProblemDevelop an Initial HypothesisGather Additional Information and Refine the HypothesisTest the HypothesisEvaluate the Hypothesis Based on Testing or Experimental ResultsEvaluating Scientific Hypotheses A Good Hypothesis is Relevant to the Problem under StudyA Good Hypothesis is Consistent with Well Established TheoriesA Good Hypothesis is SimpleA Good Hypothesis is Testable and FalsifiableA Good Hypothesis has Predictive PowerDistinguishing Between Scientific and Pseudoscientific HypothesesResearch Methodology and Scientific ExperimentsResearch Methodology and DataField ExperimentsControlled ExperimentsSingle Group (Pretest-Posttest) ExperimentsEvaluating an Experimental DesignInterpreting Experimental ResultsEthical Concerns in Scientific ExperimentationThomas Kuhn and Scientific ParadigmsNormal Science and ParadigmsScientific Revolutions and Paradigm ShiftsChapter 13: Critical Thinking in Law and Politics The Social Contract Theory of Government The State of NatureSocial Contract TheoryInternational LawThe Development of Democracy in the United StatesRepresentative Democracy: A Safeguard against the "Tyranny of the Majority"Liberal Democracy: Protection of Individual Rightsolitical Campaigns and ElectionsVoting: A Right or a Duty?The Executive Branch of GovernmentThe Role of the Executive BranchExecutive Orders and National SecurityChecks on Executive PowerThe Legislative BranchThe Role of the Legislative BranchCitizens and LegislationUnjust Laws and Civil DisobedienceThe Judicial BranchThe Role of the Judicial BranchRules of EvidenceLegal Reasoning and the Doctrine of Legal PrecedentJury Duty

Über Autor(innen)

Boss, Judith
Judith A. Boss earned her PhD in 1990 from Boston University, her MA from Dalhousie University in Canada in 1971, and her BA from the University of Western Australia in 1969. Prior to pursing a career in academia, she worked as a writer/researcher for the Nova Scotia Museum. She was on the faculty of the Department of Philosophy at the University of Rhode Island from 1988 to 1995 and worked as Assistant Director of Curriculum Affairs at Brown University School of Medicine until 2004, when she "retired" to return to full-time writing. She remained at Brown University as a visiting scholar with the philosophy department for several years while working on her textbooks. In addition to her philosophical interests, she completed a MS in Human Development at URI in 1991 and has led faculty workshops and written extensively on the topic of college student development. She was recipient of a URI Foundation Grant to study the effects of community service learning on students' moral development and has served as a grant application reviewer for the Corporation for National Service. The author of nine books, her publications include ANALYZING MORAL ISSUES and ETHICS FOR LIFE, both with McGraw-Hill. Her textbook THiNK, also with McGraw-Hill, just came out in 2009. She is published in, among other, The Journal of Moral Education, Public Affairs Quarterly, The Journal of Medical Ethics, Academic Medicine, Educational Theory, Free Inquiry, and The Journal of Experiential Education. During her spare time she volunteers with the U.S. Fish and Wildlife Services and is active in the Appalachian Mountain Club. An avid traveler, she has traveled with students from the University of Rhode Island and Brown Medical School to work with underserved, indigenous people in Guatemala and Mexico. Her favorite travel destination, however, is Antarctica, and Blue Ice, a suspense/thriller she wrote that is set in Antarctica, is coming out in print next year. She lives in Rhode Island with her daughter, son-in-law and twin granddaughters.

Judith A. Boss earned her PhD in 1990 from Boston University, her MA from Dalhousie University in Canada in 1971, and her BA from the University of Western Australia in 1969. Prior to pursing a career in academia, she worked as a writer/researcher for the Nova Scotia Museum. She was on the faculty of the Department of Philosophy at the University of Rhode Island from 1988 to 1995 and worked as Assistant Director of Curriculum Affairs at Brown University School of Medicine until 2004 when she "retired" to return to full-time writing and became a visiting scholar with the philosophy department at Brown University. She continued, until last year, to teach one course a semester at the University of Massachusetts. In addition to her philosophical interests, she completed a MS in Human Development at URI in 1991 and has led faculty workshops and written extensively on the topic of college student development. She was recipient of a URI Foundation Grant to study the effects of community service learning on students' moral development and has served as a grant application reviewer for the Corporation for National Service. The author of nine books, her publications include ANALYZING MORAL ISSUES and ETHICS FOR LIFE, both with McGraw-Hill. Her textbook THiNK, also with McGraw-Hill, just came out in 2009. She is published in, among other, The Journal of Moral Education, Public Affairs Quarterly, The Journal of Medical Ethics, Academic Medicine, Educational Theory, Free Inquiry, and The Journal of Experiential Education. During her spare time she volunteers with the U.S. Fish and Wildlife Services and is active in the Appalachian Mountain Club. An avid traveler, she has traveled with students from the University of Rhode Island and Brown Medical School to work with underserved, indigenous people in Guatemala and Mexico. Her favorite travel destination, however, is Antarctica, and she is currently looking for a publisher for a suspense/thriller she wrote that is set in Antarctica. She lives in Rhode Island with her daughter, son-in-law, and twin granddaughters.