...Running Head: Eight Elements of Thought and Reasoning Yehuwdah Yodhhewawhe Eight Elements of Thought and Reasoning G00099693 HU260 Strategies for Decision Making November 10, 2013 Eight Elements of Thought and Reasoning The purpose of this assignment to expound on four real distinct categories of reasoning which consist of deductive, inductive, adductive or inference, and analogical. The first category of reasoning involves deductive reasoning which consist of consist of implication and consequences, and interpretation and inference. Deductive reasoning is one of the two basic forms of valid reasoning; it commences with an assumed hypothesis or theory, which is why it has been called 'hypothetical-deduction; this assumption may be well-accepted or it may be rather precarious - nevertheless, for the argument it is not questioned. The basic idea of deductive reasoning is that if something is true of a class of things in general, this truth applies to all members of that class. One of the keys for sound deductive reasoning, then, is to be able to properly identify members of the class, because incorrect categorizations will result in unsound conclusions. Moreover, inferences are interpretations or conclusions that you come to. Inferring is what the intellect does in attempting to figure something out. Implications are claims or truths that reasonably follow from other claims or truths. On the other hand, implications follow from ideas, and consequences follow...
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...W2 Assignment "Eight Elements of Thought and Reasoning" The established elements of thought, as well as, reasoning are purpose, key question, information, assumptions, implications and consequences, point of view and, interpretations and conclusions. The aforementioned eight elements can be re-organized into four unique categories putting the identical ones in pairs. In that regard, the four categories will be purpose will be paired with key question. The reasoning of pairing them as such is because in the event of making an attempt to resolve a certain question, we have to think for a definite purpose. The original characteristic of the element of purpose is having the objective to accomplish something, which can be solving a key question. The point of view is paired with assumptions. This is due to the fact that a point of view can be based on assumptions. In some cases some point of views turn as things which are taken for granted (Elder et.al 2007). In addition, the concept element of thought can be paired with interpretations and theories. This is due to the fact that most of our interpretations and theories are simply based on various concepts. Originally, concepts refer to the ideas, principles, laws, or hypothesis which are utilized in thinking on how to make things sensible. In that regard, in the process of making things sensible we end up making interpretations on top of formulating theories. The final category will involve the pairing of information and implications...
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...Week 6 Assignment Contraband is defined as anything that is not issued to an inmate by the Department of Corrections or can be purchased by the inmate thru the canteen. How we can controlling contraband in American prisons. There are many different ways to reduce contraband from entering prisons. People often wonder how contraband get behind prison walls and what can of contraband is being found. Contraband is introduced into the prison by staff and thru visitation. A lot of the contraband being found at the prison (Black Water River Correctional Facility in Milton Florida) I work at is synthetic marijuana, cell phones, tobacco, prison made tattoo guns, homemade needles, knives, heroin and unauthorized pills. Prisoners will make weapons out of anything they can get into their hands. We conduct routinely pat searches of all inmates, including their housing units, recreation yards and all TV areas. When conducting a pat search of an inmate I always start from the top of their body and go down in a sweeping motion, because they can hide contraband on them. Visitation is Saturday and Sunday from 8:00 am to 1:00pm and all major holidays. We start processing visitors around 7:00 am. One by one they complete a visitation form were there write down all their personal information, vehicle information and the inmate name they came to visit. Once that is finish they place everything (jacket, money, belt, shoes, baby diapers) in a basket, and it has to clear the x-ray machine. The visitor...
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...Eight Elements of Thought and Reasoning The Eight Elements of Thought and the Eight Elements of reasoning both have eight parts, but there are only four real distinct categories. For example, Point of View and Assumptions are two aspects of the same thing. Re-organize the eight elements of thought and reasoning into four categories. Briefly describe each category. Include the characteristics of the original eight elements in your descriptions. The four real distinct categories are deductive, inductive, abductive or inference, and analogical. Deductive Reasoning: Consist of Implication and Consequences, and Interpretation and Inference. Deductive reasoning is one of the two basic forms of valid reasoning. It starts with an assumed hypothesis or theory, which is why it has been called 'hypothetical-deduction; this assumption may be well-accepted or it may be rather precarious - nevertheless, for the argument it is not questioned. This is the opposite of inductive reasoning, which involves creating broad generalizations from specific observations. The basic idea of deductive reasoning is that if something is true of a class of things in general, this truth applies to all members of that class. One of the keys for sound deductive reasoning, then, is to be able to properly identify members of the class, because incorrect categorizations will result in unsound conclusions. Inferences are interpretations or conclusions you come to. Inferring is what the mind does in figuring...
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...These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment of thinking (clarity, accuracy, relevance, etc.), but they have only a superficial understanding of these concepts. They find it hard to apply these concepts consistently and deliberately in their reasoning. They may believe that they have critical thinking abilities, but they may not recognize that they apply these critical...
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...These thinkers are basically unaware of the role of thinking in their lives and of potential problems with their own reasoning – they lack the ability to be metacognitive. They do not identify concepts or assumptions behind ideas, and they rarely assess the logic of their opinions or conclusions. They may have developed some skills in thinking (compare and contrast, analyze, conclude, etc.), but these skills are inconsistently applied and these thinkers tend to retain biases and prejudices. Though these thinkers may be highly educated, they tend to be unable to “fix” problems in thinking or adopt new strategies to solve problems. Stage Two: The Challenged Thinker Defining Features: These thinkers have become aware of the role thinking plays in their lives. They have begun to understand that problems in thinking and logic can cause significant trouble for them, and they recognize that productive thinking requires effort and deliberate attention. They have an understanding of the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.) and standards for the assessment of thinking (clarity, accuracy, relevance, etc.), but they have only a superficial understanding of these concepts. They find it hard to apply these concepts consistently and deliberately in their reasoning. They may believe that they have critical thinking abilities, but they may not recognize that they apply these critical...
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...using paints and sculptures, art excites emotions to both the artist and the audience. Art is influenced by thoughts which arise from the environment the artist is exposed to. This therefore implies that all artists have different artistic skills and creations (artscouncil.org). It is for this reason that art is said to be diverse. When diversity is embraced, the quality and quantity of art increases as audience can enjoy a wider variety of artistic creations. Paul-Elder model of critical thinking seeks to develop intellectual traits that require consistent use of the elements of thoughts and reasoning held to specified intellectual standards (google.com). Appreciating diversity requires adoption of the Paul-Elder model of critical thinking. One should seek to develop a trait; an open mind that appreciates diversity. This will be achieved by applying elements of thoughts and reasoning that are held to a specific standard. Appreciating that all reasoning has a purpose will ensure that one devotes time, the right state of mind and chooses significant and realistic purposes (Frank 2013). One also needs to appreciate that reasoning has implications and consequences (Paul & Elder 1997). Remember that art is greatly influenced by the thoughts and ideas in the mind of the artist. For audiences to experience the intended message through a work of art, they must trace the reasoning of the artist (criticalthinking.org). This requires through study through observing and reflecting, though...
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...ponder on questions or issues, that if left unrefined, skews towards reasoning that is founded on prejudice and biased opinions. This is all derived from the depth that our deep-thinking lacks. We never quite look deep enough into our thinking and instead resort to taking easier paths of thought rather than ascertaining our objective at hand and then figuring out which path of thought is best to work on. It is the extra steps that restrain our thinking, and it isn’t until we realize that critical thinking actually strengthens our views that we will understand how important all the extra steps are. It is then—crucial to our better judgment—that we extract our initial inferences and instead learn to sharpen our tools for reasoning by asking ourselves: "exactly how objective am I thinking? Am I neutral? What exactly am I trying to solve or question?” We often skip these questions in our thoughts and arrive at conclusions that befit our logic without little questioning; merely to satisfy our reasoning. We conclude with ease; without any effort whatsoever, and in the end it is this effortless thinking we are so accustomed to that makes us cling on to any easy, immediate answer. Normally, it is easier for us to preach than to follow what we actually preach. Most people, including myself, will give advice or suggestions that we ourselves would never actually carry out. This is also a fault in the lack of thought that ultimately hinders not only the ones we give advice to, but also...
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...Intellectual standards of critical includes the following: clarity,relevance,logicalness,accuracy,depth,significance,precision,breadth,and fairness. Clarity is getting an understanding while relevance is how important somethings is. While accuracy is representing something in accordance with the way it really is that then focuses on precision which is getting the details to see why something is accurate. Then logicalness which making sure your thoughts make sense or good reasoning. Depth is thinking deeply to get beneath the issue or situation at hand. In contrast, breadth is focusing on making the thinking broader. Significance is the importance of something or relevance. Lastly, fairness is making sure the thinking has been justified or looked...
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...Excellent analysis and explanation of the 6 stages of moral reasoning. You demonstrate your understanding and application of the concepts/ Moral Reasoning By Christopher M Benco 02/18/2013 PHL/323 Kohlberg defines moral reasoning to be decisions based on right and wrong. Kohlberg’s studies were founded on moral dilemmas, or theoretical events in which one must make a tough choice. He describes one’s stage of moral thought from the perceptive used to defend one’s situation while confronted with a predicament. Kohlberg believed this to be of greater importance than the actual choice, subsequently the choices one makes in some predicaments are not always clear or undeniably right. Here is an Example of a Dilemma Kohlberg studied. “Heinz Steals the Drug” "In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered...
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...is defined as any relatively stable pattern of social behavior. The structural-functional paradigm points to social structure promoting the operation of society as a whole, while the social-conflict paradigm points out how social patterns benefit some people but deprive others. How is reliability different from validity? Which term implies the other? 10/3.33 Reliability refers to consistency in measurement, while validity means precision in measuring exactly what one intends to measure. Validity implies reliability. How does inductive logical thought differ from deductive logical thought? How can a researcher benefit from using both kinds of thinking? 17 Inductive logical thought is reasoning that transforms specific observations into general theory. Deductive logical thought is reasoning that transforms general theory into specific hypotheses suitable for testing. The strengths of inductive logical thought lies in establishing probability and being flexible by providing direction to evaluate competing hypotheses, even when information...
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...The Inevitable Problem Of Inductive Reasoning Each day, inductive reasoning leads us to assumptions about how our surroundings and time will materialize based on past observations. We assume that each morning we will wake up, because we have done so each morning before. Though, however likely inductive reasoning is, it is similar to walking on a tightrope- you may assume that each step will lead to another due to the steps taken before, but eventually you may reach a snap in the rope. You may assume that you will remain walking on the tightrope, but until you walk all the way to the end, you cannot look over it all and prove that a snap did not occur. In most cases, inductive reasoning is decently safe for believing something to be true. Because the door from the bedroom leads to the bathroom, a person shouldn’t be shocked to find the bathroom when they open the door. Though, even likely scenarios where inductive reasoning seems secure, it still cannot be fully trusted. If a person were to say that the light will be turned on because it has been each time that the switch was flipped in the past, and therefore the light is proven to be turned on, they would be wrong. The light bulb may be burnt out next time they flip the switch, or perhaps the electrical power may have shut off. It is likely that flipping the light switch would turn the light on, but it is not proven. Say, also, that a person believes that the sun will be seen each day because they have seen the sun...
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...ultimately tackles in order to gain an understanding of the human nature of the connection of experience and existence. When discussing how our mind forms connections between various thought, he states that “method and regularity” act to enforce a regular chain of ideas that also serve to relate to memory and imagination (p.14). When this regular chain is broken in upon by some irregular thought, it is quickly noticed. From this, he gathers that because of the regularity that occurs in the thought process, a universal principle exists to bring together ideas in such a comprehensible fashion. These principles of association, as he calls them, are Resemblance, Contiguity, and Cause and Effect. To prove that these three principles hold to connect all possible forms of ideas, he suggests that if all situations are rendered to as general a form as possible, principles of association will apply alone or in some combination in all cases. For our purposes, cause and effect is the most relevant principle which may cast light on Hume’s statement that “Custom, then, is the great guide of human life. It is that principle alone, which renders our experience useful to us,” (p.29). Before entertaining the suggestion that customs are in fact an important guide to human life, it is important to explore the line of reasoning which Hume follows in order to reach this conclusion. Hume, before continuing, looks to consider some skeptical doubts which may bring into question some of the ways by which we...
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...learning of reasoning. Include within your analysis how you would include discussion and ICT.” Reasoning falls under the ‘Using and applying’ heading of the National Strategies guidance (DfES,2006) this covers ‘Making decisions, reasoning and generalising about numbers and shapes; and problems involving ‘real life’, money or measures’ (p3). This assignment will discuss activities which develop children’s abilities to reason. In addition it will consider the underlying skills required to develop children’s confidence and understanding of reasoning. Finally it will consider whether a child acquiring the skill of reasoning is important to their education and mathematical development. In addition throughout it will examine the teachers’ role in developing high-quality mathematical dialogue. To some, the ability to reason may seem like a simple skill, however in order for a person to reason there are many fundamental skills which must be first developed. The Using and Applying Guidance Paper (DfES,2006) believes before children are able to reason they must first acquire a confidence with solving problems and thinking logically. Then they should develop the ability to ‘represent’ the problem, choosing key information and using mathematical calculations, pictures and diagrams to record their thinking. Next they must develop the skill of enquiring, asking questions to further their understanding of a problem. Finally they are able to develop their understanding of reasoning and communication...
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...Critical Thinking Application Paper Critical thinking techniques are required when contemplating making important decision using sound judgments from fact based information, point of view, and beliefs. These decisions using critical thinking on important issues will affect one’s work life, friendships, relationships, family, and a whole array of other important issues not only on specific issues, but also in life in general as well. The quality level of these different aspects of one’s life can be enhanced through critical thinking. People use critical thinking to analyze their thoughts and ideas, which are generated by his or her own mind. One needs to determine how these thoughts and ideas are formed and how he or she can change them based on other sound ideas and viewpoints and reasoning. Critical thinking is one’s way of thinking how they are thinking while thinking of ways to improve on his or her thinking (Paul & Elder, 2006). Critical Thinking allows one to become better decision makers and to communicate with others with a higher level of confidence. Essential Traits of Critical Thinking Several essential traits or characteristics of critical thinking for a disciplined mind are required to enhance the thinking process. These traits and characteristics are interrelated with each other and create intellectual habits, which helps the mind to focus and become more disciplined to become a better critical thinker (Paul & Elder, 2006). The intellectual traits and characteristics...
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