philosophy critical thinking final exam

PHIL102: Introduction to Critical Thinking and Logic

Course introduction.

• Time: 40 hours
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The course touches upon a wide range of reasoning skills, from verbal argument analysis to formal logic, visual and statistical reasoning, scientific methodology, and creative thinking. Mastering these skills will help you become a more perceptive reader and listener, a more persuasive writer and presenter, and a more effective researcher and scientist.

The first unit introduces the terrain of critical thinking and covers the basics of meaning analysis, while the second unit provides a primer for analyzing arguments. All of the material in these first units will be built upon in subsequent units, which cover informal and formal logic, Venn diagrams, scientific reasoning, and strategic and creative thinking.

Course Syllabus

First, read the course syllabus. Then, enroll in the course by clicking "Enroll me". Click Unit 1 to read its introduction and learning outcomes. You will then see the learning materials and instructions on how to use them.

Unit 1: Introduction and Meaning Analysis

Critical thinking is a broad classification for a diverse array of reasoning techniques. In general, critical thinking works by breaking arguments and claims down to their basic underlying structure so we can see them clearly and determine whether they are rational. The idea is to help us do a better job of understanding and evaluating what we read, what we hear, and what we write and say.

In this unit, we will define the broad contours of critical thinking and learn why it is a valuable and useful object of study. We will also introduce the fundamentals of meaning analysis: the difference between literal meaning and implication, the principles of definition, how to identify when a disagreement is merely verbal, the distinction between necessary and sufficient conditions, and problems with the imprecision of ordinary language.

Completing this unit should take you approximately 5 hours.

Unit 2: Argument Analysis

Arguments are the fundamental components of all rational discourse: nearly everything we read and write, like scientific reports, newspaper columns, and personal letters, as well as most of our verbal conversations, contain arguments. Picking the arguments out from the rest of our often convoluted discourse can be difficult. Once we have identified an argument, we still need to determine whether or not it is sound. Luckily, arguments obey a set of formal rules that we can use to determine whether they are good or bad.

In this unit, you will learn how to identify arguments, what makes an argument sound as opposed to unsound or merely valid, the difference between deductive and inductive reasoning, and how to map arguments to reveal their structure.

Completing this unit should take you approximately 7 hours.

Unit 3: Basic Sentential Logic

This unit introduces a topic that many students find intimidating: formal logic. Although it sounds difficult and complicated, formal (or symbolic) logic is actually a fairly straightforward way of revealing the structure of reasoning. By translating arguments into symbols, you can more readily see what is right and wrong with them and learn how to formulate better arguments. Advanced courses in formal logic focus on using rules of inference to construct elaborate proofs. Using these techniques, you can solve many complicated problems simply by manipulating symbols on the page. In this course, however, you will only be looking at the most basic properties of a system of logic. In this unit, you will learn how to turn phrases in ordinary language into well-formed formulas, draw truth tables for formulas, and evaluate arguments using those truth tables.

Completing this unit should take you approximately 13 hours.

Unit 4: Venn Diagrams

In addition to using predicate logic, the limitations of sentential logic can also be overcome by using Venn diagrams to illustrate statements and arguments. Statements that include general words like "some" or "few" as well as absolute words like "every" and "all" – so-called categorical statements – lend themselves to being represented on paper as circles that may or may not overlap.

Venn diagrams are especially helpful when dealing with logical arguments called syllogisms. Syllogisms are a special type of three-step argument with two premises and a conclusion, which involve quantifying terms. In this unit, you will learn the basic principles of Venn diagrams, how to use them to represent statements, and how to use them to evaluate arguments.

Completing this unit should take you approximately 6 hours.

Unit 5: Fallacies

Now that you have studied the necessary structure of a good argument and can represent its structure visually, you might think it would be simple to pick out bad arguments. However, identifying bad arguments can be very tricky in practice. Very often, what at first appears to be ironclad reasoning turns out to contain one or more subtle errors.

Fortunately, there are many easily identifiable fallacies (mistakes of reasoning) that you can learn to recognize by their structure or content. In this unit, you will learn about the nature of fallacies, look at a couple of different ways of classifying them, and spend some time dealing with the most common fallacies in detail.

Completing this unit should take you approximately 3 hours.

Unit 6: Scientific Reasoning

Unlike the syllogistic arguments you explored in the last unit, which are a form of deductive argument, scientific reasoning is empirical. This means that it depends on observation and evidence, not logical principles. Although some principles of deductive reasoning do apply in science, such as the principle of contradiction, scientific arguments are often inductive. For this reason, science often deals with confirmation and disconfirmation.

Nonetheless, there are general guidelines about what constitutes good scientific reasoning, and scientists are trained to be critical of their inferences and those of others in the scientific community. In this unit, you will investigate some standard methods of scientific reasoning, some principles of confirmation and disconfirmation, and some techniques for identifying and reasoning about causation.

Completing this unit should take you approximately 4 hours.

Unit 7: Strategic Reasoning and Creativity

While most of this course has focused on the types of reasoning necessary to critique and evaluate existing knowledge or to extend our knowledge following correct procedures and rules, an enormous branch of our reasoning practice runs in the opposite direction. Strategic reasoning, problem-solving, and creative thinking all rely on an ineffable component of novelty supplied by the thinker.

Despite their seemingly mystical nature, problem-solving and creative thinking are best approached by following tried and tested procedures that prompt our cognitive faculties to produce new ideas and solutions by extending our existing knowledge. In this unit, you will investigate problem-solving techniques, representing complex problems visually, making decisions in risky and uncertain scenarios, and creative thinking in general.

Completing this unit should take you approximately 2 hours.

Study Guide

This study guide will help you get ready for the final exam. It discusses the key topics in each unit, walks through the learning outcomes, and lists important vocabulary terms. It is not meant to replace the course materials!

Course Feedback Survey

Please take a few minutes to give us feedback about this course. We appreciate your feedback, whether you completed the whole course or even just a few resources. Your feedback will help us make our courses better, and we use your feedback each time we make updates to our courses.

If you come across any urgent problems, email [email protected].

Certificate Final Exam

Take this exam if you want to earn a free Course Completion Certificate.

To receive a free Course Completion Certificate, you will need to earn a grade of 70% or higher on this final exam. Your grade for the exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again as many times as you want, with a 7-day waiting period between each attempt.

Once you pass this final exam, you will be awarded a free Course Completion Certificate .

Saylor Direct Credit

Take this exam if you want to earn college credit for this course . This course is eligible for college credit through Saylor Academy's Saylor Direct Credit Program .

The Saylor Direct Credit Final Exam requires a proctoring fee of $5 . To pass this course and earn a Credly Badge and official transcript , you will need to earn a grade of 70% or higher on the Saylor Direct Credit Final Exam. Your grade for this exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again a maximum of 3 times , with a 14-day waiting period between each attempt.

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Saylor Direct Credit Exam

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Critical Thinking & Reasoning Final Exam Study Guide S1 2017 Exam Information

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HEURISTICS and PROBLEM-SOLVING‭ (‬VOLUME‭ ‬2‭) This section or chapter two.‭ ‬Because of its length I decided to create a second Volume‭ ‬2.‭ ‬HEURISTICS AND PROBLEMSOLVING‭ (‬Volume‭ ‬2‭) This volume deals with details of heuristic approaches and the infinite aspects and features of‭ ‘‬problem-solving‭’ ‬and related issues. The author of the first article I quote suggests that the heuristic tools or devices he mentions will enable individuals to produce philosophy.‭ ‬He seems to think that this idea is one of the major factors that leads to the creation of philosophy. I wish to indicate,‭ ‬by citations,‭ ‬that there is much,‭ ‬much more to heuristics then the list of heuristics he suggests. I place the use of heuristic devices in the larger context of problem-solving.‭ ‬The solving of problems is of course merely one aspect of a much larger process that consist of many other features,‭ ‬steps and stages. The aim of that section and citations are to to make individuals aware of the many aspects of the process of problem conceptualization,‭ ‬investigation and solving or dissolving.‭ ‬I think it is is essential to be aware of these features of problem investigation because without such knowledge and understanding philosophers will suffer from an even greate lack of meta-cognition of the socio-cultural practice of philosophy and the doing of philosophy and of self-‭ ‬metacognition.

I explore the meta-cognitive nature, tools, self-reflection of philosophers and in so doing present the Socratic Method, Critical Thinking, Cognitive Bias/es and Fallacies. The first do are dealt with in the text, lists of types of the last two are found in the Appendix, as well as a number of diagrams and data the reader must try to look at and digest in his/her own way. Buster Benson sums up causes of or reasons for cognitive bias as: too much information (data bombardment), not enough meaning (lack of/making sense), constraint by time and information (time and data limitations) and what to remember (selective memory)-my words in (brackets). https://betterhumans.coach.me/cognitive-bias-cheat-sheet-55a472476b18#.ah90rpmw3 Everyone, including philosophers have cognitive survival techniques to cope with these things and consequently developed individual coping mechanisms (for example employing crutch ideas: mine are meta-philosophy,-cognition, multiverse, multi-dimensional, many-levelled, continuum and intersubjectivity – or reflecting on everything all the time and how I do this in a many levelled, multidimensional manner and a multiverse by means of intersubjective tools). How do and did philosophers cope and what are their individual cognitive biases and praxis, of which they usually are unaware (thus showing a lack of meta-cognition and limited self-reflection)? What are the consequences of this for the socio-cultural practice, discipline and discourse of philosophy and the doing of philosophy or philosophizing? My mental, consciousness survival tools are: looking for inconsistencies, create counterexamples , using a larger context, an alternative perspective, frame of reference or framework and imagining or creating the big picture. http://www.sciencefocus.com/feature/black-holes/incredible-truth-about-time Prepare for a shock. Scientists have indeed tackled the mystery of time and reached an astounding conclusion. They insist that the most successful theories in physics prove that time does not exist.

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Critical Thinking Final Exam: Questions & Answers: Latest Updated A+ Score Guide

Critical Thinking Final Exam: Questions & Answers Uncritical thinkers tend to: a. be close-minded and resist criticisms of beliefs and assumptions b. think illogically and draw unsupported conclusions from evidence and data c. base beliefs on mere personal preference or self-interest d. all of the above (Ans- D, all of the above The classic 1950s experiment in which students were asked to match a standard line with three comparison lines in order to test the power of peer pressure was conducted by: (Ans- Solomon Asch __ is the general term given to a wide range of cognitive skills and intellectual dispositions needed to effectively identify, analyze, and evaluate arguments and truth claims, to discover and overcome personal preconceptions and biases, to formulate and present convincing reasons in support of conclusions, and to make reasonable, intelligent decisions about what to believe and what to do. (Ans- Critical Thinking Critical thinking is marked by: a. clarity b. completeness CRITICAL THINKING FINAL c. consistency d. all of the above (Ans- D, all of the above Self-interested thinking is a form of: (Ans- egocentrism One common form of sociocentrism is group bias. (Ans- True Self-interested thinking is the tendency to see one’s own group (nation, tribe, sect, peer groups, etc.) as being inherently better than others. (Ans- False Clarity is the same thing as precision. (Ans- False Conformism is the tendency to see one’s culture or group as being better than others. (Ans- False Stereotypes are generalizations about a group of people in which identical characteristics are assigned to all or virtually all members of the group, often without regard to whether such attributions are accurate. (Ans- True An enumerative definition is a definition that assigns a meaning to a word by listing some or all of the members of the class to which the word refers. (Ans- True “‘Blanker’ means someone who sends holiday cards without signatures or personalized messages.” This is an example of a: (Ans- Stipulative definition

“‘Wine’ means a delectable drink, made from fermented grapes, that elevates the mind, frees the tongue, and warms the heart.” This is an example of a: (Ans- persuasive definition Words such as “excessive,” “inappropriate,” and “unreasonable” are primarily ambiguous. (Ans- False A __ occurs when disputants appear to disagree on an issue when they in fact have simply not resolved the ambiguity of a key term. (Ans- verbal dispute ‘Philosophy’ comes from two Greek words meaning ‘the love of wisdom'” is an example of an etymological definition. (Ans- True “‘Affirmative action’ means a policy or practice that advantages women and/or minorities and unjustly discriminates against white males.” This is an example of a: (Ans- Persuasive definition The emotive force of a word is the appeal it makes to a readers’ or listener’s feelings, desires and needs. (Ans- True “‘Ampersand’ means this: &.” This is an example of a(n): (Ans- ostensive definition “Passed on” is a euphemism for “died.” (Ans- True

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