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CT Vocabulary
Critical Thinking Vocabulary
| Question | Answer |
|---|---|
| Question of Fact | Only one correct answer |
| Question of Preference | Many possible answers based on subjective preferences |
| Question of Judgment | More than one answer, with some better than others. |
| Common Factor | In analyzing causation, looking for a single shared factor. |
| Single Difference | In analyzing causation, looking for a scausal factor that is present in one situation but absent in another, similar, situation. |
| Concomitant Variation | In analyzing causation, looking for a pattern of variation between a possible cause and a possible effect. |
| Process of elimination | In analyzing causation, successively ruling out noncausal actors until one correct casual factor remains. |
| Inert Information | Taking into the mind information, that though memorized, we do not understand. |
| Activated Ignorance | Taking into the mind, and actively using, information that is false, although we mistakenly think it is true. |
| Activated Knowledge | Taking into the mind, and actively using information that is true and also, when understood insightfully, leads us by implication to more and more knowledge. |
| Uncritical Persons | Intellectually unskilled thinkers |
| Skilled Manipulators | Weak-sense critical thinkers |
| Fair-Minded Critical Persons | Strong-sense critical thinkers |
| ad hominem | Dismissing an argument by attacking the person who offers it rather than by refuting its reasoning. |
| appeal to authority | To justify support for a position by citing an esteemed or well-known figure who supports it. An appeal to authority does not address the merit of the position. |
| appeal to popularity | Citing majority sentiment or populsr opinion as the reason for supporting a claim. It assumes that any position favored by the larger crowd must be true or worthy. |
| Begging the question | Asserting a conclusion that is assumed in the reasoning. The reason given to support the conclusion restates the conclusion. |
| either-or | Assuming only 2 alternatives when, in reality, there are more than 2. It implies that 1 of 2 outcomes is inevitable. |
| faulty analogy | Drawing an invalid comparison between things for the purpose of either supporting or refuting some position. A faulty analogy suggests that because two things are alike in some respect, they must be alike in other respects. |
| Hasty generalization | Inferring a general proposition about something based on too small a sample or an unrepresentative sample. |
| Red Herring | Introducing an irrelevant point or topic to divert attention from the issue at hand. It is a tactic for confusing the point under debate. |
| Search for perfect solution | Asserting that a solution is not worth adopting because it does not fix the problem completely. |
| Slippery Slope | To suggest that a step or action, once taken, will lead inevitably to similar steps or actions with presumably undesirable consequences. The fallacy is invoked to justify not taking whatever initial step or action, lest it lead us down the... |
| Straw Man | Distorting or exaggerating an opponent's argument so that it might be more easily attacked. |
| Two wrongs make a right | Defending or justifying our wrong position or conduct by pointing to a similar wrong done by someone else. |
| Egocentric memory | Remembering only the evidence and information that supports our thinking |
| Egocentric myopia | Adopting an overly narrow point of view and thinking in absolutes |
| Egocentric righteousness | Feeling superior |
| Egocentric hypocrisy | Ignoring inconsistencies between belief and behavior and between public standards and private actions. |
| Egocentric oversimplification | Ignoring complexity and embracing simplicity that conforms to our existing views, values, and beliefs. |
| Egocentric blindness | Not seeing facts and evidence that contradicts our thinking. |
| Egocentric immediacy | Overgeneralizing so that immediate event, whether favorable or unfavorable, influences thinking. |
| Egocentric absurdity | Failing to recognize thinking that has "absurd" consequences. |
| sociocentrism | The assumption that one's own social group is inherently and self-evidently superior to all others, and therefore all its actions are justified. |
| egocentricism | The belief that one's own thinking or life is superior to others. Also called Rigidity of Thought. |
| Forms of evidence | Statistical data, observational data, survey and interview datat, expert testimony, eyewitness accounts, personal experience, information observation. |
| Quantitative data | Phenomena that can be, and is, counted |
| Qualitative data | Based on systematic observation of phenomena. |
| Critical consumer of information | Questions the accepted knowledge in a field. |
| Universal Ethical Standards | Principles for correct human behavior acknowledged by reasonable people. |
| Statistics | The science of collecting organizing, and analyzing quantitative data. |
| Mean | The average derived by adding up all the values and dividing the sum by the total number of values. |
| Median | The average represented by the middle value in a series of values. |
| Mode | The value that appears most frequently in a series of values |
| Line Graph | A graph that plots the relationship between 2 or more variables by using connected data points. |
| Absolute number | The total or aggregate of something, expressed as a number without relationship to other numbers. |
| Misinformation | Incorrect or erroneous information. |
| Random sample | A study sample that is representative of the whole population. |
| Statistical Range | The gap between the smallest and largest values in a series of values. |
| Statistical distribution | The frequency with which each value in a series of values occurs. |
| Critical Thinking | Thinking about thinking in order to make thinking better. |
| Critical Thinking | Second-order thinking |
| Weak-sense thinking | Hiding or distorting evidence. |
| Fair-mindedness | Bringing an unbiased perspective to all relevant viewpoints. |
| Intellectual empathy | The ability to reconstruct others' viewpoints. |
| Intellectual humility | To admit flaws in one's own thinking. |
| Intellectual autonomy | the opposite of intellectual conformity. |
| Challenged thinker | represents the second stage of development of critical thinking |
| Feeling | Evaluates the extent to which life's events are either positive or negative. |
| Elements of reasoning | AKA- The Parts of Thinking and Fundamental Structures of Thought. |
| Reasoning | The mind drawing conclusions on the basis of reasons. |
| Purpose | Goal or desired outcome of reasoning. |
| Assumption | Something we take for granted as true in our reasoning. |
| Implications | Follow from our reasoning |
| Concepts | Theories |
| Reasoning | Making inferences, based on assumptions. |
| Inert Information | Memorizing information without understanding it. |
| Activated ignorance | Mentally taking in and actively using false information. |
| 3 kinds of implications in any situation | Possible, probable, necessary |
| Clarity | Thinking that is easily understood. |
| Precise | Reasoning that is specific, exact and sufficiently detailed. |
| Identification | Recognizing when your thinking is irrational or flawed. |
| Intellectual action | Engaging and challenging your own thinking. |
| Opinion | An unsupported claim. |
| Transparency | Tracing the origins of information. |
| Rival Cause | A plausible alternative to why something happened. |
| Relative | A report of risk reduction that conveys a more significant treatment effect. |
| The Universal Declaration of Human Rights | where all ethical principles common to all humans can be found. |
| Deep learning | Involves developing the tools of critical thinking and applying them to current and future challenges. |
| Shallow learning | Does not produce lasting knowledge or comprehension. |
| When should a learner apply the Elements of Reasoning to the logic of a subject? | Before the learner has begun his or her course of study. |
| Elements of Reasoning | Quesion-Point of View-Information-Assumptions-Purpose-Inferences-Implications-Concepts |
| Standards of Thinking | Clarity-Accuracy-Relevance-Logic-Breadth-Precision-Significance-Completeness-Fairness-Depth |
Created by:
LFalone
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