Hello Kearney and all:

Also, a standard text on Logic is Copi's Introductory work, where logical or informal fallacies are covered clearly. 

Knowledge of the logical fallacies is a beginning of critical thinking--necessary but not sufficient--to grasp what it means to think critically, but where we still need to understand assumptions, implications, and how to apply our thinking in the concrete universe where, as Aristotle noted a long time ago, there are "no fixed data."   Also, duplicity takes many forms; and both sophists and philosophers who are interested in truth-telling can use logic well.

A Google of either Irving Copi or logical (or informal) fallacies will find several takes.    In his work, Copi distinguishes two basic fallacies--of relevance and of ambiguity--each having several kinds.  The following is an example of one of each, drawn from Copi's 6th edition (I belief there is at least one more newer edition).

Of relevance:

"Petitio Principii (begging the question):  In attempting to establish the truth of a proposition, one often casts about for acceptable premisses from which the proposition in question can be deduced as conclusion.  If one assumes as a premiss for an argument the very conclusion it is intended to prove, the fallacy committed is that of petitio principii, or begging the question.  If the proposition to be established is formulated in exactly the same words both as premiss and as conclusion, the mistake would be so glaring as to deceive no one.  Often, however, two formulations can be sufficiently different to obscure the fact that one and the same proposition occurs both as premiss and conclusion.  This situation is illustrated by the following argument reported by Whately:  'To allow every man unbounded freedom of speech must always be, on the whole, advantageous to the state for it is highly conducive to the interests of the community that each individual should enjoy a liberty, perfectly unlimited, of expressing his sentiments"  (p. 108).

Of ambiguity (or clearness):

"Amphiboly:  The Fallacy of Amphiboly occurs in arguing from premisses whose formulations are ambiguous because of their grammatical construction.  A statement is amphibolous when its meaning is indeterminate because of the loose or awkward way in which its words are combined.  An amphibolous statement may be true on one interpretation and false on another.  When it is stated as premiss with the interpretation which makes it true, and a conclusion is drawn from it on the interpretation which makes it false, then the Fallacy of Amphiboly has been committed" (p. 122).

(Copi uses the spelling "premiss" and "premisses.")

I hope this helps,

Catherine King

----- Original Message ----- 
  From: Kearney Lykins 
  To: The Adult Literacy Professional Development Discussion List 
  Sent: Friday, July 11, 2008 11:06 AM
  Subject: [ProfessionalDevelopment 2264] Re: Whatdo wemeanbystudentinvolvement and critical thinking?


  "Critical thinking" is a new term for an old idea.  



  Before it became disparaged by the modernists, "rhetoric" was not a bad word; it was the counterpart of dialectic and, in noble hands, was synonymous with "reason." In other words, rhetoric, defined as the ability to speak and write more effectively, also trains one to think more effectively. The best literature I could recommend on the topic comes from the rhetoricians and philosophers who explain how the ability to present a persuasive case to others makes one a better thinker (and a better person) for himself.  



  Three classic texts to start with would be:



  Isocrates, "Against the Sophists"

  Aristotle, "The Rhetoric"

  Cicero (perhaps) Ad Herennium



  Again, the classic rhetoric I am recommending here should not be confused with the word's modern negative connotation. But mounds of wisdom have been dispensed on the topic of critical thinking, under a different name.





  Kearney
   



   ----- Original Message ----
  From: Bonnie Odiorne <bonniesophia at sbcglobal.net>
  To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov>
  Sent: Friday, July 11, 2008 1:25:16 PM
  Subject: [ProfessionalDevelopment 2262] Re: Whatdo wemeanbystudentinvolvement and critical thinking?


  Andrea, 

  You're right. I don't think anyone has. Does anyone know of anything in the literature that comes close, except Bloom's taxonomy, which addresses levels of understanding and logical manipulation, and some say creativity, as being the highest level rather than (I think) synthesis. I think Gardner does in multiple intelligences, since he talks about the intellligences as ways of making meaning in the world. What about Brookfield? I've read some but not all of that. I certainly think critical thinking can occur in all situations, not just those one would label as linguistic or academic. In fact Quinnipiac University in CT is having a conference this fall in Writing across the disciplines and critical thinking, since writing is rarely mentioned as a factor that builds thinking, when in fact it does, or can. The keynote speaker's topic is critical thinking as poetry, and I can see the point. A certain kind of "out of the box" association of different domains to create something new, whether it's actually a poem, or a paper, or a language behavior, or surviving in the world.... Any thoughts, anyone?

  Bonnie Odiorne, Post University




  ----- Original Message ----
  From: Andrea Wilder <andreawilder at comcast.net>
  To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov>
  Sent: Friday, July 11, 2008 1:06:34 PM
  Subject: [ProfessionalDevelopment 2261] Re: Whatdo wemeanbystudentinvolvement and critical thinking?

  Everyone-- 


  Have we defined "critical thinking?"  I've gone over most of the posts, and the authors cover a wide range of behaviors that they are calling "critical thinking."  


  I, too, sometimes swallow an argument hook line and sinker.  I can get swept away by someone else's argument unless I have thought through the problem or issue very carefully--anticipating the questions or assertions from others.


  Andrea


  On Jul 11, 2008, at 12:16 PM, Bonnie Odiorne wrote:


    Good example, Jeff. I had a friend with dizziness and that's exactly what the high-priced tests and clinics told him to do. Your pose made me think also of those of low literacy or language ability who somehow manage to function quite well: they have become "survival-smart"--if there is such an intelligence--and taken cues from their environment to adapt their behaviors.

    Bonnie

    Post University




    ----- Original Message ----
    From: Alpha Computer Training and COnsulting <alphact at eastlink.ca>
    To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov>
    Sent: Friday, July 11, 2008 11:52:33 AM
    Subject: [ProfessionalDevelopment 2259] Re: Whatdo wemeanbystudentinvolvement and critical thinking?

    Hi Cynthia and Philip,

    Good thought provoking messages.  Your comments made me think of my wife.
    She had a dizziness problem for years that she could not seem to get fixed.
    But what she did was amazing, since I think it relates to this discussion.
    She became a master at avoiding movements that brought about her dizziness.
    She unknowingly used critical thinking to avoid her problem.  This makes me
    wonder how others unknowingly use critical thinking to avoid issues in their
    lives.  This could involve reading, writing and other skills necessary to
    perform tasks.  People can unknowingly, through the own critical thinking,
    get around with their skill set and function in society.  These people have
    get critical thinking skills, that have enabled them to be successful in
    areas where we could not imagine.  People need to give themselves more
    credit for what they can do than what they can not do!  It makes me wonder
    how these skills came about.

    Jeff Brown
    Alpha Computer Training and Consulting
    (902)956-2600
    E-mail: info at alphacomputer.ca
    www.alphacomputer.ca


    -----Original Message-----
    From: professionaldevelopment-bounces at nifl.gov
    [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Cynthia
    Peters
    Sent: July-11-08 11:18 AM
    To: professionaldevelopment at nifl.gov
    Subject: [ProfessionalDevelopment 2258] Re: Whatdo
    wemeanbystudentinvolvement and critical thinking?

    Philip -- I think what you're raising is important. Can you share any
    strategies you've used to help students feel comfortable expressing what
    they know about the world?

    Also, do you have any thoughts on how to do PD in a way that develops
    *teachers'* critical thinking skills. I do believe it's a skill for all
    of us to be honing all the time.

    Cynthia


    >>> "Anderson, Philip" <Philip.Anderson at fldoe.org> 07/10/08 5:09 PM >>>
    Good points, Andy.  I appreciate your response.  I think I should have
    said that their critical thinking skills lead them to hide what they
    know about the world - it is a strategy that has kept them safe in
    situations that they felt may pose danger. 

    What I think we might need to include in PD is the fact that adult ELLs,
    no matter their level, often have good critical thinking skills.  Some
    teachers may at times perceive the low level adult ELL students as
    persons who are underdeveloped in their critical thinking skills, and
    not, as you said, the same as they are, people who do have critical
    thinking skills even though they may apply them inconsistently, and who
    could perhaps benefit from thinking in new and varied ways.  


    CONTACT INFORMATION
    Philip Anderson
    Adult ESOL Program
    Florida Department of Education
    Tel (850) 245-9450



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    -----Original Message-----
    From: professionaldevelopment-bounces at nifl.gov
    [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Andy Nash
    Sent: Thursday, July 10, 2008 4:16 PM
    To: professionaldevelopment at nifl.gov
    Subject: [ProfessionalDevelopment 2253] Re: Whatdo
    wemeanbystudentinvolvement and critical thinking?

    Hmm, I see it more as a matter of being inconsistent in where and how we
    use those critical thinking skills. I consider myself a pretty critical
    thinker, but there are many times I'll hear someone else questioning
    something that I bought hook, line, and sinker - I didn't think at all
    critically about it. I believe that adult students are the same, which
    is why it's useful to invite critical thinking in new and varied areas. 
    Andy Nash

    >>> "Anderson, Philip" <Philip.Anderson at fldoe.org> 07/10/08 3:46 PM >>>

    What I am getting at here is that it may be important to recognize that
    adult ELLs brim with critical thinking skills, but they also have
    developed a (survival?) technique for hiding these skills from those
    they perceive to be in authority and have more "school knowledge" than
    they have.  Our professional development system may need to be sure to
    prepare teachers for working successfully with these students.  

    CONTACT INFORMATION
    Philip Anderson
    Adult ESOL Program
    Florida Department of Education
    Tel (850) 245-9450


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