cps

premises that do not eliminate reasonable grounds for doubt; includes hasty generalizations, faulty analogy, and false cause

insufficient premises

simplest stage in levels of thinking characterized by students viewing knowledge as factual quality dipensed by authorities

dualism

fifthh level in bloom's taxonomy of thinking and elarning characterized by being able to bring together all the bits of information that you have analyzed to create a new pattern or whole

synthesis level

also knon as strategic knoledge; knowing how to use declaritive knowledge to do something

procedural knownledge

knowing facts and concepts

declaritive knowledge

the level on bloom's taxonomy of thinking and learning charaterized by being able to conctruct knowledge by taking previously learned information and applying it in a new and different way to solve problems

application level

havign the ability and skills to apply knowledge to pragmatic problems encountered in all areas of your life

problem solving

known as the either/or fallacy, it pressumes that there are only two alternative from which to choose when in actuality there are more than two

false dilemma

a form of thinking in which reasons (statements and facts) are given in support oof a conclusion

arguments

thinking that moves you beyond simple observations and passive reporting of those observations; is an active, onclusion, cognitive process in whih there is always intent to learn; is a process in whicch we analyze and evaluate information to make god sense out of all the information we are continually bombarded with

critical thinking

premises that are not logically related to the conclusion; can also be fallacious; includes equivocation; appeal to teh person, appeal to authority; appel to them asses; appeal to tradition; appel to ignorance; and appeal to fear

irrelevant premises

sixth and final level on bloom's taxonmy of thinking and learning characterized by being able to judge the validity of the information.

evaluation level

last stage in levels of thinking characterized by students reaching an understanding that some views make greater sense than other views

relativism

occurs when the conclusion does not follow from the premises due to using the same word to mean two different things

equivocation

fifth setp in critical thinking when you sit back and detatch yourself from all the information you have processed to allow new meanings to emerge that will provide a new awareness

insight

second stage in levels of thinking characterized by students recognizing the complexity of knowlege (can understand there is morme than one perspective on a topic) and nbelieves knowledge to be subjective

multiplicity

sixth step in critical thinking where you finalize your decision; you should not reach a conclusion unless you have sufficient evidence to support that decision

conclusion

fourth level on bloom's taxonomy of thinking and nlearning characterized by being able to break the information down into parts and then look at the relationships abong the parts

analysis level

last step of critical thinking where you an view issues from multiple perspectives; offers a more encompassing view of the world around you

lens

knowing what knowledge to use to control one's situation (e.g. how to make plans, ask questions, analyze the effectiveness of learning strategies, initate change).

metacognition

as used in critical thinking means our unique view or perception of the world which is based on our thoughts and beliefs; first step in critical thinking

construction

an instance of incorrect reasoning

fallacy

second level on bloom's taxonomy of thinking and learing characterized by being able to classify, describe, discuss, explain and nrecognize information; you are in the process of interpreting information

comprehension level

in critical thinking this means tha tyou have acknowledged some of your own biases, and nhave refocused your attention so you can hear alternative viewpoints; second step of critical thinking

refocus

knowing the difference between reasoning and rationalizing, what is true and what seems true, and opinion and fact

accuracy

lowest level on bloom's taxonomy of thinking and learning characterized by the memorization of a lot of information in a short amount of time; ou might do okay, but will most likely forget most of the information soon after taking the test

knowledge level

in criticcal thinking this refers to identiying core issues and information; this is the third stage of the critical thinking process nd you try to make sense of all the pieces, not just the ones that happen to fit your own preconceived pattern

identify

premises that are as incredible as teh claim they are supposed to support; includes false dilemma and begging the question

unacceptable premises

the reasons of an argument

premises

fourth step of critical thinking that requires you to think through all of the information gathered and to distinguish between what is fact and whta is fiction and what is relevant and what is not relevant

think through

type of fallacy committed when there is a claim that things that have similar qualities in some respects will have similarities in their respects

faulty analogy

fallacies that occur when a casual relationship is assumed despite a lack of evidence to support that relationship

false cause

also referred to as arguing in a circle; a conclusion is used as one of the premises

begging the question

this between the premisses and the conclusion

validity -

also known as procedural knowledge; knowing how to use declaritive knowledge to do something

stragtegic knowledge