CORE 100
Topic Submission and Deadlines
The topic selection process can be challenging when the topic is very broad; you need focus to locate relevant data and information.
If you need help narrowing, you should speak with the instructor after class; suggestions can be given on how to narrow a topic.
Deadlines and due dates in the course are important; pay attention to them to ensure your topic is submitted properly.
Grading note: points were awarded for submitting a topic, even if the topic wasn’t perfect. A few students did not receive points because they submitted something that wasn’t actually a topic (e.g., submitting a category like "earth and environmental sustainability" instead of a specific topic).
Example given: within the category of earth and environmental sustainability, a topic might be: "Can farmers use genetic engineering instead of pesticides to promote food production?" (illustrative example of a topic within that category).
Today the class is doing a group assignment.
Critical Thinking vs. Memorization
At the core, there is a difference between memorizing something or following a solution because that’s how it’s always been done versus acquiring tools to form your own decisions.
The familiar refrain: "That’s the way we always did it" reflects a mindset to move away from.
Goal: acquire thinking tools that enable you to make your own decisions and develop your own solutions to problems.
Your own knowledge, evidence, and decision-making can be influenced by your feelings, emotions, and past experiences, which can introduce bias.
You must remove bias from your decision-making process to think clearly.
Be curious about things that have always been done a certain way; seek different answers and explanations.
You should be able to explain why you think a particular approach is best and then test it to see if there’s a better option.
Develop skepticism: don’t accept something just because everyone says it’s right; question and verify.
Application example: deciding where to attend college involves evaluating options using logic and evidence rather than merely following tradition or peer pressure.
When making decisions, try not to let emotions or social pressure override your reasoning; this is part of building a solid decision-making baseline.
Decision-Making Context: Choosing a College
An important personal decision is selecting where to study; you should weigh knowledge and evidence, assess pros and cons, and compare options (e.g., different universities) before deciding.
The process involves using a logical approach to determine which option best fits your goals, not just emotional appeal.
The speaker uses a bones/framework analogy for thinking: the skeleton of a decision is formed by three components—intellectual standards, elements of reasoning, and intellectual traits.
The brain’s role: those three components serve as the framework for making critical decisions.
The message emphasizes that you don’t need to memorize all parts; you need to understand that critical thinking involves many interrelated elements beyond a simple binary choice.
Intellectual Standards (Foundations of Reasoning)
Intellectual standards help evaluate the quality of thinking and decisions. They include:
These standards guide you to assess whether your reasoning is correct, clear, well-supported, and meaningful.
Application note: not every decision will meet every standard perfectly, but you should strive to consider these aspects when evaluating options.
Practical implication: use these standards to critique arguments, data, and proposed solutions in both academic work and real-world problems.
Elements of Reasoning (Core Components of Thought)
All reasoning involves several interrelated elements:
Purposes: every decision has an end or goal.
Questions: what-if scenarios and what-if questions arise in considering outcomes.
Points of View: different perspectives influence conclusions; consider multiple viewpoints in a group setting.
Information: assess whether information is complete and adequate.
Inferences: draw logical conclusions from available data.
Concepts: the ideas and definitions involved in the reasoning.
Implications: consequences and potential impacts of a decision.
Assumptions: underlying beliefs that support conclusions.
Intellectual Traits (Personal Dispositions for Reasoning)
Intellectual traits are the personal qualities that influence thinking and decision making; these traits reflect your individual character and approach.
They interact with the standards and elements of reasoning to shape outcomes.
Examples of these traits include open-mindedness, intellectual humility, intellectual courage, perseverance, and fairness (these are implicit in effective critical thinking, though not exhaustively listed in this transcript).
Group Assignment and Grading Mechanics
Structure: the course uses a group assignment for this topic-related work.
Grading mechanism: only one grade entry is created for the entire group; when one member’s assignment is graded, the grade will populate for all members of the group.
Practical note: do not submit separate copies of the same assignment; coordinate so that one person submits on behalf of the group.
Clarification question example: ensure you understand that you only need one submission per group to receive a shared grade.
Practical Takeaways and Implications
Focus matters: narrow topics to improve data availability and quality of analysis.
Balance: combine knowledge and evidence with critical thinking to reach well-reasoned decisions.