Module Title: critical Reasoning

Week 1
Introduction & Basic Concept Of Critical Reasoning

Lecturer: Faiza Kiran Ahmed

INTRODUCTION

Reasoning is an everyday human activity we will

think about what we should do and why we
should do it, and about whether - and for what
reason we should believe what other people tell
us.

What is Reasoning?
Reasoning is the act of process of drawing
conclusions from acts, evidence, etc.
Reasoning well is a skill which is valuable to
anyone who wants to understand and deal with
the natural and social works.
Critical evaluation means identifying positive
as well as negative aspects.

What is Critical Reasoning?

Critical Reasoning: is centrally concerned with

giving reasons for ones beliefs and actions,
analyzing and evaluating ones own and other
Peoples reasoning, devising and constructing
better reasoning.
Critical Reasoning = Critical thinking

Critical thinking: is a complex process of

deliberation which involves a wide range of skills
and attitudes. It includes:
Identifying other peoples positions, arguments
and conclusions.
Evaluating the evidence for alternative points of
view.
Weighing up opposing arguments and evidence
fairly
Being able to read between the lines.

Recognizing techniques used to make certain

positions
Reflections on issues in a structured way,
bringing logic.
Drawing conclusions about whether arguments
are valid and justifiable assumptions.
Presenting a point of view in a structured, clear,
well-reasoned way that convinces others.

Basic Concepts of Critical

Reasoning:

Intellectual Responsibilities

Adults are responsible for the things they do,

and this includes thinking clearly and carefully
about things that matter.
Think well: It means basing our reasoning on
how things are rather how we wish they were. It
means being open to the possibility that we are
mistaken.

REASONS

Good reasoning is said to be cogent. Cogent

reasoning is based on reasons. It is based on
evidence, rather than on wishful thinking or rash
appeals to emotion.

 Empirical Questions
Are questions about what the facts are.
They are not matters of opinion, and they are not
best answered by guessing. They can only be
answered by checking to see what the facts are.

 Inference And Argument

Inference: When we arrive at a new belief on the

basis of reasons
Example: if I learn that 90% of the patients of X
Hospital in a carefully-conducted poll preferred
to add a registration employee, I might infer (or
conclude) the waiting time will decrease.

Argument: A group of propositions of which one is

claimed to follow from others.
Our reasons are the premises of the argument, of
the new belief is the conclusion.

For Example my inference about the patients

waiting time involves the following argument:
Premise: 90% of the patients preferred adding extra
registration employee.
Conclusion: The waiting time for the patients will
reduce .

An argument = conclusion + reasons/evidence

The reasons are proof they are the pillars which
support the roof, or conclusion.

 Relevance

If an argument is to be any good, its premises

must be relevant to its conclusion. Relevance
involves a relationship between statements.
Relevant or Irrevelant

 Going Beyond Information Given

Often our inferences involve leaps from

information we are confident about to a
conclusion that is less certain

 The Importance of Context

Reasoning, inference, and decision making never

occur in a vacuum. We will see over and over
again that the context or situation in which we
think about things can strongly influence the
ways in which we think about them.

 Explanations and Understanding

We are constantly trying to make sense of

things. We need to explain and understand the
world around us. Almost every time we ask why
something works we are seeking an explanation.

Prediction

We use reasoning to predict what will happen.

 Testing & Feedback

Testing
Our beliefs are much more likely to be true if they
are based on evidence. It isnt
Scientists>>>theory
Feedback
Testing our ideas is one way of getting feedback.
Without feedback telling us how accurate our
reasoning has been we wont be able to learn from
our mistakes.

 Emotions and Needs

Emotions are a central part of our lives, and they

often play a quite legitimate role in our thinking.
Intense emotions, however, can lead to poor
reasoning.
Good thinking involves reasoning, not rationalization;
it is based on what we have good reasons to think is
true, not on what we would like to be true.
Emotions often provide an incentive to think badly.

 Quick Fixes

A quick fix is something that is offered as a fast and

easy solution to a complex problem.

Persuasion
We often try to persuade others to accept our view or
position.

 Biases

Biases are systematic tendencies to reason badly.

Fallacies
Bad reasoning is said to be Fallacious. If our
reasoning is biased we are likely to commit fallacies.

Safeguards

 Benefits of Critical Thinking Skills

Good critical thinking skills bring numerous benefits

such as:

improved attention and observation

more focused reading

Improved ability to identify the key points in a text or

other message rather than becoming distracted by
less important material

improved ability to respond to the appropriate

points in a message

knowledge of how to get your own point across

more easily

skills of analysis that you can choose to apply in

a variety of situations

 Some Critical Thinking Barriers

Misunderstanding of what is meant by criticism

some people assume that criticism means making
negative comments.

Over-estimating our own reasoning abilities

Most of us like to think of ourselves as rational
beings. We tend to believe our own belief systems
are the best (otherwise we wouldnt hold those
beliefs) and that we have good reasons for what we
do and think.

Lack of methods, strategies or practice

Reluctance to critique experts

Affective reasons

Mistaking information for understanding

Insufficient focus and attention to detail

 De Bono, 5 stage general structure

(Very simple five stage general-purpose thinking

structure and Can be applied to most thinking
situations)

TO: focus & objectives, define the problem

LO: look around, explore, gather information,
Examine factors, asses context
PO: generate possibilities, speculations, options,
Ideas, propose alternatives
SO: compare, sift, check & decide
GO: action plan

Sources:
Cottrell, S., (2005), Critical Thinking Skills,
Palgrave: Basingstoke

Peters, J., Academic development and practice,

Teaching Critical Thinking, University of
Worcester, England.

Swoyer, S., (2005), Critical Reasoning: A Users

Manual, Version 3.0