It is a popular view thatpractical deliberation excludes foreknowledge of one's choice. Wolfgang Spohn and Isaac Levi have argued that not even a purely probabilistic self-predictionis available to thedeliberator, if one takes subjective probabilities to be conceptually linked to betting rates. It makes no sense to have a betting rate for an option, for one's willingness to bet on the option depends on the net gain from the bet, in combination with the option's antecedent utility, rather than on the offered (...) odds. And even apart from this consideration, assigning probabilities to the options among which one is choosing is futile since such probabilities could be of no possible use in choice. The paper subjects these arguments to critical examination and suggests that, appearances notwithstanding, practical deliberation need not crowd outself-prediction. (shrink)

There is much to appreciate in Samuel Fleischacker’s Divine Teaching and the Way of the World: A Defense of Revealed Religion. In the tradition of Tolstoy, Fleischacker argues that secular philosophy does not have the resources to provide for a meaningful life; a life of meaning is to be found principally through revealed religion. In the end, however, his concept of revelation seems very thin, ruling out even the intelligibility of experiencing God. We critically assess his atrophied concept of revelation (...) and his views on historical truth, science, and theism. (shrink)

In this era of increased polarization of opinion and contentious disagreement, CRITICAL REASONING presents a cooperative approach to critical thinking and formation of beliefs. CRITICAL REASONING emphasizes the importance of developing and applying analytical skills in real life contexts. This book is unique in providing multiple, diverse examples of everyday arguments, both textual and visual, including hard to find long argument passages from real-life sources. The book provides clear, step-by-step procedures to help you decide for (...) yourself what to believe--to be a consumer of information in our contemporary "world of experts.". (shrink)

Following Burge, many anti-individualists suppose that a subject can possess a concept even if she incompletely understands it. While agreeing that this is possible, I argue that there is a limit on the extent to which a subject can incompletely understand the set of concepts she thinks with. This limit derives from our conception of our ability to reflectively evaluate our own thoughts or, as Burge puts it, our ability to engage in critical reasoning. The paper extends Burge’s (...) own work on critical reasoning. He argued that critical reasoning imposes a limit on the extent to which we can be mistaken about what thoughts we are having; in general, we can know non-empirically what we are thinking . He does not explicitly consider whether critical reasoning also imposes a limit on incomplete understanding of thoughts. (shrink)

Alex Byrne (2005; 2011a; 2011b; 2018) has argued that we can gain self-knowledge of our current mental states through the use of a transparency method. A transparency method provides an extrospective rather than introspective route to self-knowledge. For example, one comes to know whether one believes P not by thinking about oneself but by considering the world-directed question of whether P is true. According to Byrne, this psychological process consists in drawing inferences from world-directed propositions to mind-directed conclusions. In this (...) article, I consider whether this ‘Inferential Transparency Method’ can provide us with the self-knowledge that some philosophers have thought we require in order to “critically reason” (Burge 1996), and I conclude that it cannot provide such self-knowledge. The force of this objection depends on how much stock we should place in our status as critical reasoners. However, I conclude by suggesting a more general worry for Byrne’s account. (shrink)

_Critical Reasoning in Ethics_ is an accessible introduction that will enable students, through practical exercises, to develop their own skills in reasoning about ethical issues such as: * analysing and evaluating arguments used in discussions of ethical issues * analysing and evaluating ethical concepts, such as utilitarianism * making decisions on ethical issues * learning how to approach ethical issues in a fair minded way Ethical issues discussed include the arguments about abortion, euthanasia, capital punishment, animal rights, the (...) environment and war. The book will be essential reading for philosophy, health, social work and nursing courses. (shrink)

We all engage in the process of reasoning, but we do not always pay attention to whether we are doing it well. This book offers students the opportunity to practise reasoning in a clear-headed and critical way, with the aims of developing an awareness of the importance of reasoning well, and of improving the reader's skill in analysing and evaluating arguments. In this second edition of the highly successful _ Critical Reasoning: A Practical Introduction (...) _, Ann Thomson has updated and revised the book to include new and topical examples which will guide students through the processes of critical reasoning in a clear and engaging way. (shrink)

There is widespread disagreement about whether epistemic akrasia is possible. This paper argues that the possibility of epistemic akrasia follows from a traditional rationalist conception of epistemic critical reasoning, together with considerations about the fallibility of our capacities for reasoning. In addition to defending the view that epistemic akrasia is possible, we aim to shed light on why it is possible. By focusing on critical epistemic reasoning, we show how traditional rationalist assumptions about our core (...) cognitive capacities help to explain the possibility of epistemic akrasia. (shrink)

The outcome of criticism is a perception. Does this mean that criticism cannot count as a rational process? For it to do so, it seems it would have to be possible for there to be an argument for a perception. Yet perceptions do not seem to be the right sort of item to serve as the conclusions of arguments. Is this appearance borne out? I examine why perceptions might not be able to play that role, and explore what would have (...) to be true of critical discourse for those obstacles to be circumvented. (shrink)

Here we have, for the first time in a single volume, diverse perspectives on the meaning, conditions, and goals of critical reasoning in contemporary culture. Part One emphasizes critical reasoning and education, engaging the debate over the connection between critical reasoning skills and the learning of the content. Part Two offers analyses of the theoretical, methodological, and historical debates concerning critical reasoning abilities. The authors represent a variety of disciplines and theoretical approaches (...) which lend the book valuable intellectual pluralism. The book evaluates other aspects of critical thinking such as creativity, insight, questioning, learning, practical thought, interpretation, intellectual prejudice, and the historical and temporary aspects of thought. (shrink)

Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

Critical Reasoning & Philosophy is an innovative and clearly written handbook that teaches studnets how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

Albert approaches critical rationalism as an alternative to other philosophical standpoints dominant in Germany: the conceptions of the Frankfurt School, hermeneutical thinking as represented by Gadamer, analytic philosophy, and logical empiricism. The author's purpose is to find a way out of the foundationalism of classical philosophy without falling back on the skeptical views so prevalent in today's philosophical thinking. Originally published in 1985. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from (...) the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

We all engage in the process of reasoning, but we don't always pay attention to whether we are doing it well. This book offers the opportunity to practise reasoning in a clear-headed and critical way, with the aims of developing an awareness of the importance of reasoning well and of improving the reader's skill in analyzing and evaluating arguments. In this third edition, Anne Thomson has updated and revised the book to include fresh and topical examples (...) which will guide students through the processes of critical reasoning in a clear and engaging way. In addition, two new chapters on evaluating the credibility of evidence and decision making and dilemmas will fully equip students to reason well. By the end of the book students should be able to: identify flaws in arguments analyze the reasoning in newspaper articles, books and speeches assess the credibilty of evidence and authorities make sound decisions and solve dilemmas approach any topic with the ability to reason and think critically. (shrink)

Reasoning is the everyday process that we all use in order to draw conclusions from facts or evidence. To think critically about what you read and hear is a vital skill for everyone, whether you are a student or not. When we are faced with texts, news items or speeches, what is being said is often obscured by the words used and we may be unsure whether our reasoning, or that of others, is in fact sound. By the (...) end of this topical and exercise-based introduction to critical thinking, you will be able to: * identify flaws in arguments * analyse the reasoning in newspaper articles, books or speeches * approach any topic with the ability to reason clearly and to think critically This stimulating new introduction to reasoning will appeal to all those who would like to improve their reasoning skills, whether at work, in class or in the seminar. (shrink)

This text features a novel, hands-on approach to the study of rhetorical devices. The student will become more engaged in the study of critical thinking by seeing its direct application to current events, student life, and decision-making."--P. [4] of cover.

Reasoning is the everyday process that we all use in order to draw conclusions from facts or evidence. To think critically about what you read and hear is a vital skill for everyone, whether you are a student or not. When we are faced with texts, news items or speeches, what is being said is often obscured by the words used and we may be unsure whether our reasoning, or that of others, is in fact sound. By the (...) end of this topical and exercise-based introduction to critical thinking, you will be able to: * identify flaws in arguments * analyse the reasoning in newspaper articles, books or speeches * approach any topic with the ability to reason clearly and to think critically This stimulating new introduction to reasoning will appeal to all those who would like to improve their reasoning skills, whether at work, in class or in the seminar. (shrink)

Module 1 What Is Science? "The size of a man's mind ... is to be measured, in so far as it can be measured, by the size and complexity of the universe that ...

According to Burge, it is not possible to commit brute errors in the process of critical reasoning. This thesis lies at the heart of Burge’s influential theory of self-knowledge. By appealing to a version of the slow-switching argument, this paper contends that Burge’s view is not compatible with his commitment to externalism about mental content. In particular, it is argued that accepting externalism opens up the possibility of brute errors in the process of critical reasoning.

Straddling the divide between universalism and relativism, agonistic reason as construed by Foucault and Castoriadis dismisses universal foundations without becoming context-bound or inescapably subjectivist. It is propelled by a strong commitment to freedom and it draws flexibly on available resources and its creative potentials in order to vindicate its conditional claims. This provides a hyper-critical and liberating mode of critical reason which delves into the underlying norms of agency in order to open them up to question and to (...) enhance free self-direction. The argument that is put forward, then, is threefold. Firstly, Castoriadis’ accent on ontological reflection, the imaginative disclosure of new figures and the global intent of critique contrasts with Foucault’s account of agonistic reason and yields a more robust version of critical rationality. Secondly, this form of reflective agonism can effectively address fundamental challenges and reason across contexts, tackling moral and other issues that arise from cultural innovation and exchange. Lastly, agonistic reason need not, and should not, call upon absolute principles on any level in order to uphold its own values and do justice to its radical others. (shrink)

Galileo’s lessons on critical reasoning Content Type Journal Article Pages 1-3 DOI 10.1007/s11016-011-9541-5 Authors Luciano Boschiero, Campion College, PO Box 3052, Toongabbie East, NSW 2146, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Galileo's Dialogue (1632) can be read from the viewpoints of methodological judgment and critical reasoning; methodological judgment means the avoidance of onesidedness and extremes; and critical reasoning means reasoning aimed at the analysis and evaluation of arguments. Classic sources for these readings are Thomas Salusbury (1661) and the Port-Royal logicians (1662). This focus does not deny the book's scientific, historical, rhetorical, and aesthetic dimensions; it is critical of excessively rhetorical readings; and it suggests solutions (...) to the problems of hermeneutical pluralism, interpretation versus evaluation, and theory versus practice. The book's methodological judgment and critical reasoning can be shown to correspond to Galileo's self-reflections. (shrink)

Rationality and the Genetic Challenge by Matti Häyry is a well-written and thoughtful book about important issues in the contemporary ethical discussion of genetics. The book is well structured around seven practical themes that the author takes to exemplify “the genetic challenge.” He also refers to them as “seven ways of making people better,” which the subtitle of the book already puts into question form: Making People Better? In the first chapter of the book, Häyry introduces these seven themes and (...) he discusses each of them in Chapters 3–9. In the remaining two chapters, 2 and 10, he describes the main normative positions analyzed in the book and clarifies his own methodology and position. He chooses six authors, or three pairs of authors, whom he takes to “represent the three normative doctrines of Western Moral philosophy” in order to demonstrate six “divergent rationalities” or “methods of genethics.” In this way, Häyry both summarizes the main prescriptive positions in contemporary bioethical debate and contrasts them with his own “nonconfrontational notion of rationality,” which aims to show that there is a variety of divergent, not mutually exclusive normative views, the justification of which “depends ultimately on the choice of worldviews, attitudes, and ideas about the foundation of moral worth”. (shrink)

Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead to the acceptance of information based on unwarranted claims. Previous personal beliefs are assumed to play a decisive role when it comes to critically differentiating between assertions and claims and warranted knowledge and facts. The role of generic epistemic beliefs on critical stance (...) and attitude in reflectively dealing with information is well researched. Relatively few studies have been conducted on the influence of domain-specific beliefs, i.e. beliefs in relation to specific content encountered in a piece of information or task, on the reasoning process, and on how these beliefs may affect the information-processing and decision-making processes. This study focuses on students’ task- and topic-related beliefs that may influence their reasoning when dealing with multiple and partly contradictory sources of information. To validly assess CR among university students, we used a newly developed computer-based performance assessment in which the students were confronted with an authentic task which contains theoretically defined psychological stimuli for measuring CR. To investigate the particular role of task- and topic-related beliefs on CR, a purposeful sample of 30 university students took part in a performance assessment and then were interviewed immediately afterwards. In the semi-structured cognitive interviews, the participants’ task-related beliefs were assessed. Based on qualitative analyses of the interview transcripts, three distinct profiles of decision-making among students have been identified. More specifically, the different types of students’ beliefs and attitudes derived from the cognitive interview data suggest their influence on information processing, reasoning approaches and decision-making. The results indicated that the students’ beliefs had an influence on their selection, critical evaluation and use of information as well as on their reasoning processes and final decisions. (shrink)

The Dalai Lama is fond of quoting a verse attributed to the Buddha to the effect that as the wise examine carefully gold by burning, cutting and polishing it, so the Buddha's followers should embrace his words after examining them critically and not just out of respect for the Master. A role for critical thought has been accepted by all Buddhists, although during two and a half millennia of sophisticated doctrinal development the exact nature, role and range of (...) class='Hi'>critical thought has been extensively debated. In general doctrinal difference in Buddhism has been seen as perfectly acceptable, reflecting different levels of understanding and therefore different stages on the path to enlightenment. Buddhism has tended not to look to or expect doctrinal orthodoxy, although there has always been a much stronger impetus towards orthopraxy, and common code and behaviour has perhaps played a comparable role in Buddhism to common belief and creed in some other religions. Nevertheless an acceptability of doctrinal divergence has not lessened the energy and vigour devoted to lengthy and sometimes fiercely polemical debate between teachers and schools. This was nowhere more so than in Tibet, where doctrinal debates—sometimes lasting all night—to the present day form the central part of a monastic education in most of the largest Tibetan monastic universities. (shrink)