FALLACIES AND DIALECTICS

KINDS OF FALLACIES

blaming the victim - in which the sophist tries to make the victimized person the perpetrator.

accident- in which some special circumstance makes the rule inapplicable. The truth that “men are capable of seeing” is no basis for the conclusion that “blind men are capable of seeing.”

argues improperly from a special case to a general rule. Thus, the fact that a certain drug is beneficial to some sick persons does not imply that it is beneficial to all people (cherry picking).

when the premise that the parts of a whole are of a certain nature is improperly used to infer that the whole itself must also be of this nature (a story made up of good paragraphs is thus said to be a good story. If it walks like a duck.)

irrelevant conclusion -is committed when the conclusion changes the point that is at issue in the premises.

speaking against the opponent rather than to the issue, in which the premises may only make a personal attack on a person who holds some thesis, instead of offering grounds showing why what he says is false, to attack the premises of an argument by personal attacks on the character of the proponent.

an appeal to the people, which, instead of offering logical reasons, appeals to such popular attitudes, which may be bigoted.

an appeal to pity, as when a trial lawyer, rather than arguing for his client's innocence, tries to move the jury to sympathy for him/her.

an appeal to awe, which seeks to secure acceptance of the conclusion on the grounds of its endorsement by the powerful whose views are held in general respect,

an appeal to ignorance, which argues that something (e.g., extrasensory perception) is so since no one has shown that it is not so,

the argument ad baculum (an appeal “to force”), which rests on a threatened or implied use of force to induce acceptance of its conclusion, such as threatening the audience.

begging the question, occurs when the premises presume, openly or covertly, the very conclusion that is to be demonstrated (example: “John always votes wisely.” “But how do you know?” “Because he always votes Independent.”), in which the speaker presupposes that the audience accepts a thesis that actually is contested by them.

a vicious circle, (arguing in a circle), occurs in a course of reasoning typified by the complex argument which lacks any power of conviction, since no one could concede the premise if they questioned the conclusion.

false cause and effect -after which hence by which, mistakes a time sequence for a reason something, as when a misfortune is attributed to a “malign event,” like the dropping of a mirror.

One might say “That man is tall,” and the sophist will reply; “He’s short compared to the building.” The audience will think; “That’s true.” However, the audience may not realize that the sophist has gone outside the argument, because the original statement wast talking about something else. Sophists are fond of going outside the argument by means of metaphors.

argument by analogy proceeds from the premise that two objects are observed to be similar to the conclusion that the two objects are also similar with respect to another attribute. The strength of such arguments depends on the degree to which the attributes in question are related to each other.


concluding that a statement is false if its addition to a set of premises leads to a contradiction. This mode of reasoning can be correct—e.g., concluding that two lines do not intersect if the assumption that they do intersect leads to a contradiction. What is required to avoid the fallacy is to verify independently that each of the original premises is true.

many questions - consists in demanding or giving a single answer to a question when this answer could either be divided such as in answer yes or no, or refused altogether, because a mistaken presupposition is involved (Have you stopped beating your wife?).

it does not follow when there is not even a deceptively plausible appearance of valid reasoning, because there is an obvious lack of connection between the given premises and the conclusion drawn from them.

equivocation occurs when a word or phrase is used in one sense in one premise and in another sense the past week Joan has been living on the heights of ecstasy.And what is her address there?.

when the grammar of a statement is such that it can have several distinct meanings.

when a statement can bear distinct meanings depending on which word is stressed

when the premise of a collective whole is improperly used to infer that a part of this whole must also be of this nature (example: in a speech that is long-winded it is presumed that every sentence is long).

denial of the antecedent, in which one mistakenly argues from the premises If John is a man of good faith, he can be trusted; but John is nota man of good faith; therefore, John cannot be trusted.

affirmation of the consequent, in which one mistakenly argues from the premises -If Amos was a prophet, then he had a social conscience; he had a social conscience; hence, Amos was a prophet”).

They typically assign to any argument a counter argument that negates it, implying that both are equally true. This tactic is used to silence an opponent by making his position seem self-contradictory, or used mechanically to negate any proposition put forward in debate, and can be used to pretend to be “on the same side” in order to destroy the opposing argument. Warring nations will point out that they have suffered greatly, but the questions is who is the aggressor. (In fact, while two or more contradictory things may be true, one always has greater weight than the others at any given time. One aspect has to be ascending while another is declining. Otherwise life would stagnate and disappear. )

illicit premise, which violates the rules for “distribution.” (A term is said to be distributed when reference is made to all members of the class. For example, in “Some crows are not friendly,” reference is made to all friendly things but not to all crows.) The fallacy arises when a term that is undistributed in the premise is distributed in the conclusion (example: “All tubers are high-starch foods [undistributed]; no squashes are tubers; therefore, no squashes are high-starch foods [distributed]”).

There are four main types of categorical proposition:
A:universal affirmative All As are Bs.
E:universal negative No As are Bs.
I:particular affirmative Some As are Bs.
O:particular negative Some As are not Bs.

The validity of a syllogism depends on the relations among the classes referred to by the terms of the argument. If all of one class is contained in a second class and none of the second class is in a third, then none of the first class is in the third either. Using this principle and others like it, logicians have been able to establish which syllogisms are valid and which are not.





DIALECTICS. Dialectical materialism means that the material world, perceptible to the senses, has objective reality independent of mind or spirit. It does not deny the reality of mental or spiritual processes but affirms that ideas arise only as products and reflections of material conditions. Materialism is the opposite of idealism, which any theory that treats matter as dependent on mind or spirit as capable of existing independently.

Dialectics considers things in their movements and changes, interrelations and interactions. Everything is in continual process of becoming and ceasing to be, in which nothing is permanent but everything changes and is eventually superseded. All things contain contradictory sides or aspects, whose tension or conflict is the driving force of change and eventually transforms or dissolves them. Individuals can gain knowledge of things only through their practical interaction with things, framing their ideas corresponding to their practice; and social practice alone provides the test of the correspondenceof idea with reality—i.e., of truth.

by Guajolotl (0 articles, 0 quicklinks, 0 diaries, 131 comments) on Saturday, August 18, 2007 at 2:31:03 PM
 

FALLACIES AND DIALECTICS

Philosophy - dialectical contradictions,

1.- spontaneity-social activity not in accordance with economic and social laws, and which are beyond man’s control, manifested by opportunism, revisionism, voluntarism and subjectivism. consciousness-activity following laws of social development purposefully toward the achievement of a set of goals, manifested by working class leadership and mass consciousness.
2.- subject-active individual or group endowed with consciousness and will. The subject transforms the object through practice, and thereby transforms him/herself.
object-that on which the subject’s activity is directed, but with limits to the subject’s freedom of action, which has to conform to certain laws.
3.- substance-In physics, an aggregate of mass at rest (atoms, molecules, etc.) At the subatomic level, the distinction between substance and field becomes relative.
field- matter characterized by continuity with zero rest mass (electromagnetic and gravitational fields). Explains interaction (changing the state of one body into another).
4.- synthetic-All propositions to ascertain truth are either synthetic or analytic. Synthetic truth cannot be established by rules, but requires empirical data. Truth is based on objective facts.
analytic- truth can established by the rules of a system, without empirical data. Analytic truth is more theoretical and logical.
5.- identity- the equality of a thing with itself, or the equality of several objects, although since all matter undergoes constant change, their equality is not absolute, but relative.
difference- a thing originates from something different, remains for the time being, then turns into something different again. Internally and externally, the old and the new coexist..
6.- thesis- establishes its new existence from something that existed before. . It has internal and external connections in motion which propel it toward change in relation to its opposite.
antithesis, the extreme degree of dissimilarity in which the old and the new negate each other. Although there is some internal connection, there is no external one.
7.- materialism- belief in the existence of the external world as primary and knowable. Consciousness is a product of matter.
idealism, the spiritual is primary. First there was an idea, then the world was created. Consciousness, which is individual, is isolated from nature and society.
8.- negation- a condition for a qualitative change in circumstances and things. A new proposition is inferred from a given. If it is true, then the other is false, it is negated.
affirmation, recognition of the truth or viability of a phenomenon. that which is known, or can be known, be made more precise or is irrefutable. Tested in practice.
9.- freedom- freedom is not free will, it cannot exist independent of external causes, although it is also untrue that humans have no control over external circumstances.
necessity- is related to freedom. It is objective and primary, while man’s will & consciousness is secondary and derivative. The more natural and societal laws are learned, the freer man is.
10.- absolute- is independent, complete in itself, unconditioned and immutable. Matter in motion is absolute, eternal and inexhaustible. What is absolute in one sense is relative in another
relative, -describes the phenomenon in its relations and connections with other things and its dependence on them. Relative is part of a whole and it contains part of the absolute.


11.- abstract- the part of a whole. A stage in development of the concrete., isolated from its connections and history.
concrete, - is a many-sided complex whole. The universe of sensually perceived phenomena. It is the start and end of an investigation.
12.- additive- the whole is equal to the sum of its parts
non additive, -the whole is more than the sum of its parts, or the whole is less than the sum of its parts.
13.- esthetic-man’s purposeful creative activity aimed at transforming nature and society by means of considering the beautiful ugly, sublime, base, dramatic, tragic comic and heroic.
ethics - the study of morality as originating in historically developing modes of production, according to the progress made by the spiritual and material progress of the society.
14.- esthetics- the requirements of beauty and expediency most favorable to maintaining health and good spirits and high production at the workplace and in daily life.
technology- the development of technology makes possible new forms of art and exerts influence on the most ancient ones. Also plays a role in disseminating art to the population.
15.- analysis- the process of mental or factual breaking down of the whole into its parts and the reconstitution of the whole from the parts, using abstraction, generalization, classification.
synthesis- unites isolated parts, properties and relations into a single whole combining what they have in common with how they differ.
16.- antagonistic- irreconcilable material interests of social groups or forces, caused by exploitation, becoming more acute until one class is abolished.
non antagonistic- unity of the basic interests of all classes, although contradictions remain: new vs old, advanced vs back ward, revolutionary vs conservative.
17.- basis- the totality of economic relations of production at a given level of productive forces.
superstructure- spiritual assumptions, relations and institutions as shown in the political, legal, moral, religious, esthetic and philosophical spheres, all of which rest on the base.
18.- collective- unity of individuals doing a common task, engaging in joint action and mutual assistance, with constant contact, under an organization. Man as a social being.
individual -can have all around development and freedom in the collective , but only if members are sincere, competent and impartial, respecting different opinions.
19.- criticism- method of discovering and correcting errors and shortcomings
self criticism, - reveals and resolves the non-antagonistic contradictions through emulation and example.
20.- determinism- Doctrine of the objective and universal cause and origin in all phenomena. Not identified with necessity nor fatalism.
inderterminism- free will, voluntarism and empiricism.
21.- discreteness- in nature, the degree of differentiation of separate stable elements of different systems, in qualitatively defined structures.
continuity- separate, discrete elements in the infinity of their relations through the gradualness of change leading to a smooth transition from one state to another.
22.- economics- relations between people in the process of production, exchange, distribution and consumption of material wealth. Determine all other social relations
politics- the fundamental expression of class interests established to maintain or abolish a particular economic system. At times may be relatively independent of economics.

23.- esoteric- a theory meant only for initiates, understandable only to experts. Internal connection of phenomena.
exoteric- popular, clear even to lay persons external connection of phenomena.
24.- essence- the sum total of latent ties, relations and internal laws determining the main features and trends in a material system.
appearance- individual phenomena, properties or processes expressing outward aspects of reality thereby manifesting some of their essence.
25.- evolution- gradual quantitative and qualitative changes in being and consciousness, in a state of transition from one to the other, leading to something new.
revolution- radical qualitative leaps in the transformation of society as a subsequent condition of evolutionary changes.
26.- external- the superficial aspect of the object perceived by the senses or the reality outside the object.
internal- essential aspect of the object, which cannot be immediately perceived and is known through its external manifestations
27.- formal-concept used to refer to content and form, rules and methods and logic which study a structure or system.
conceptual- provides an organic link with the historically shaped sum total of models and abstractions related to the subject, with universal reality expressed through philosophy.
28.- good- what a society or class considers moral and worthy of imitation. Socially conditioned features common to representatives of a group or class, bearing an objective character.
evil- what a society or class considers immoral and should be destroyed. These ideas are also socially conditioned and are not simply a matter of opinion.
29.- heliocentrism- the earth revolves on its axis as one of many planets orbiting around the sun, which is only one of many.
geocentrism- the earth is immobile, is the center of the universe, and the stars revolve around it.
30.- historical- the structural and functional process and transition of concrete conditions. The origin and formation of a given object (the process of development)
logical- the relationship, laws, connection and interaction of the aspects of a thing which exist in its developed state (the result)separate elements in the developed whole.
31.- individual- is enslaved by commodity and money relations, dehumanized intellectually, bureaucratically and at leisure. In some cases, the individual serves the interests of society.
society- forms and develops the individual in different degrees of antagonisms, depending on the class of the individual. In some cases, society serves the interests of the individual.
32.- infinite- the world in space, non-exclusiveness of material systems, the world in time, the uncreatability and indestructibility of matter, its inexhaustability and variety.
finite- every object limited in space and time. It is inexhaustible in its structure and matter, and merely changes from one form to another.
33.- interpretation- the assignment of meaning to initial propositions through which they acquire logical and factual truth and analytical and synthetical propositions.
model- by replacing all constants by variables of corresponding types, one obtains a class of propositions, any set of which is called a model.



34. -isomorphism- mutually correspondent single element and operation between the structures of separate objects and viceversa. eg., a geometrical figure and its math formula. homeomorphism- incomplete reflection of original structure, such as a map and terrain, image and object, theory and object, information and transformation, sound and recording.
35.- macrocosm- objective reality, the world where man lives, planets, crystals, terrestrial bodies, large molecules, etc. discernible structure subject to classical mechanics.
microcosm- closely linked but qualitatively different, atoms, nuclei, elementary particles, etc. not directly observable, expressed as quantum mechanics in physics, chemistry, biology.
36.- material incentives- payment and bonuses for work done, representing a totality of social phenomena (economic, moral, ideological etc.) improving skills and raising productivity.
moral incentives- recognition, honors, awarding certificates, etc, work without remuneration where personal interest merges with societal interest.
37.- mental labor- managers, physicians, artists, intellectuals, etc. acting purposefully after making conscious plans.
physical labor- under the division of labor, results in classes of workers and peasants, which classes can only be eradicated when mental and manual labor combine.
38.- necessity-phenomena that are the realization and development of their essence, occur necessarily when they have reached maturity, although they will have developed through chance.
chance- solitary and unique phenomena., under the influence of other phenomena which may or may not occur, even though all phenomena are caused by something
39.- objective- conditions which are independent of people and determine the direction and boundaries of their activity. eg., nature, production, material political spiritual development.
subjective- activities of people, classes, parties, states and individuals, their consciousness, will, ability to act, etc. can play a decisive role if objective conditions are ripe.
40.- optimism- the belief in a better social future, the triumph of good over evil and justice over injustice.Some feel the world can be improved through the individual, through enlightenment.
pessimism- events go inevitably from bad to worse, can irrationally justify evil, misfortune and calamities. Classes that have outlived their time tend to be pessimistic.
41.- organic- a way of understanding and reproducing complex objects. regarded as incomplete, only possible by historically ascending from the abstract to the concrete.
mechanical- erroneously and ahistorically reducing natural movement to mechanics , man to machine, etc. regarded as complete ( a closed system).
42.- part- the relation between a combination of objects or elements and their connections that give new properties untraceable in the objects themselves when taken in isolation.
whole- cognition starts with perception of the whole, goes through analysis, is broken down
into parts, and is recreated-due to its interaction, cannot be reduced to a mere sum of its parts. 43.- possibility- expresses the tendency inherent in phenomena to develop in the presence of required conditions, and the absence of others, to turn into reality.
reality- anything objective that exists as a result of possibility, and complies with the laws of development.
44.- primary- motion, impenetrability, solidity, cohesion of particles, shape, volume, etc.,
secondary- color, smell, taste and sound. external properties are realized only when they come into interaction with other things. eg., salt dissolves in water.

45.- progress- progressive development of society in an ascending line, its flourishing, determined by the individual, by the degree of productive forces and of social freedom.
retrogression- reversion to the old outlived forms, stagnation and decay, curtailing freedom, as in fascism. cannot be universal because new elements inevitably emerge
46.- quality- things constantly come into being, change and are destroyed. Inseparable, definite qualities make those things stable, differentiate them, make the world diverse.
quantity- magnitude, number, volume, speed, degree of development. The differences between similar parts are quantitative. Transition to quality after reaching development limit.
47.- reason- aspect of scientific knowledge, moral and artistic thinking, where notions are transformed into knowledge and values
intellect- abstract notions that are made stable, act as yardsticks for empirical material and for constructing results.
48.- theory- the result of historically determined social, spiritual, production which forms and achieves the purposes of activity, giving a picture of regularities and ties with reality.
practice- the activity that sustains the objective process of material production, and the transforming social activity which brings about changes in the world.The criterion of truth.
49.- time- irreversible sequence in motion of the existence of matter which replaces itself. Matter, motion, time and space are inseparable.
space- space and time change according to the accumulation of substances and the gravitational field to which they give rise.
50.- unity-all things are material, objective reality, various forms of matter in motion, manifesting their properties and interrelationships. Everything is made of the same things.
diversity- from elementary particles to metagalaxies. In every finite phenomenon are elements of the infinite.
51.- unity- elements that are in indissoluble unity, mutually exclusive, and interpenetrate each other. Relative and temporary, making development possible, where dialectics, logic and knowledge coincide.
conflict of opposites.- the solution of contradictions carries the investigation forward and evolves new concepts and their synthesis. No stage is finite, leads to endless multiformity.
52.- utopia- an imaginary society which embodies an ideal , a metaphor containing direct and indirect criticism of the existing system-regards science as facilitating solutions.
anti utopia- expresses the crisis of hope in the future, declares struggle senseless, social evil indestructible, science is alien to culture and a means of enslaving man

by Guajolotl (0 articles, 0 quicklinks, 0 diaries, 131 comments) on Saturday, August 18, 2007 at 2:32:14 PM
 

Thanks for the information!

This is good information, thank you.

by Barbara Peterson (46 articles, 80 quicklinks, 3 diaries, 416 comments) on Sunday, August 19, 2007 at 10:45:08 AM
 

I need some sleep before

I read through all of this (and have it stick for more thana few seconds) -- but it looks like good stuff, but I will point people to google on 'logical fallacy', pointing to the wikipedia entry and a few other hits on the first page with lists and explanations.

I will also point out the a *logical* fallacy is something wrong with the logic, like saying that because 95% of people on hard drugs started with smoking pot that pot causes people to hooked on hard drugs. There are three problems with this: one is logical: 100% of the people on hard drugs drink water, so following that same "logic" would mean that drinking water is even a more relevant cause of hard drug use.

Another problem is that correlation does not mean causation: if we assume that escapism is the reason people use pot, then escaping would also tend to lead people to use hard drugs, and if the assumption is correct then escapism is the cause of both. Other factors include availablilty for all sorts of drugs if one has contact with people who deal or have connections with dealers, as well as being in a drug-using culture.

The third problem is the 95% figure is probably wrong: some studies give a high correlation, but others are much lower, and such studies should be suspect when conducted by people who are already trying to support an anti-marijuana agenda.

So there is another "fallacy" -- not logical, but just wrong data, or lies.

A third category to consider is propaganda. Although some of this is often listed among logical fallacies, they are not faults in logic, really. Attacking someone personally, making emotional appeals, appeal to ignorance or popular opinion, the oft repeated big lie, straw man or distraction, or appeal to ridicule is not 'logic' good or bad, but just propaganda or deception -- disinformation.

Some propaganda is both logical and non-logical, such as saying attacking Iraq is part of the 'war on terror', which is a logical error regarding causation, a lie, and also deceptive framing. What we should do is analyze and deconstruct suspicious phrases -- tear them apart and see if they really hold up. Ask of the various words and phrases: is this true? is it relevant? what is the emotional appeal and associations? what is the likely purpose of who is saying this? How else might a similar thing be said? and when Bush says it ask if it makes any sense or even gramatically parses or is actual English! ("Redefining the role of the United States from enablers to keep the peace to enablers to keep the peace from peacekeepers is going to be an assignment." ????!) We need to work on becoming skilled in this, and in pointing out fallacies to others: this is largely an 'information war'.

BTW -- if you want to read some rambling which includes some deconstruction of "war on terror" here is some I wrote in March 2006.

by Blue Pilgrim (0 articles, 3 quicklinks, 2 diaries, 997 comments) on Sunday, August 19, 2007 at 12:52:25 AM
 

disinformation and propaganda

25 rules of disinformation, here and here has been kicking around for a while and still quite relevant. (This information is also posted here -- including the now broken links cited -- in case the above links also go away.) You might want to read this quick article on detecting disinformation in Asia Times.

Keep in mind that many spreading disinformation accuse opponents of using disinformation -- which is a common technique of propaganda and political control in itself : accusing the other side of what one is doing, thereby allowing a 'defense' of  saying founded accusations are just payback name-calling. If you are taking money accuse opponents of having their hand n the till as a pre-emptive attack; then if you are caught you can pass off accusations as just trying to get even  (or if you plan on having a president who merits impeachment, impeach the sitting president in a ridiculous way to try to sour people on the impeachment process -- sound familiar?).

The classic, and very readable, Fallacy, the Counterfeit of Argument, Fearnside, W. Ward & William B. Holther is worth reading -- but you need to find it used since it is currently out of print. Other links on fallacies here,

Here is a resource on Nazi propaganda: a handbook. Here's another.

There are two basic ways to use thought and language: one is to discover or communicate truth and the other is to obscure it. The propagandist, disinformationalist, snake oil salesman, or just sloppy thinker and speaker obscures truth; critical thinking and listening (reading), and research is the counter for that. 

by Blue Pilgrim (0 articles, 3 quicklinks, 2 diaries, 997 comments) on Sunday, August 19, 2007 at 10:25:05 AM
 

Great references!

Thank you for the links, I will check them out. Here are the references I used for the article. It looks like they got cut off:

References:

A Few Good Men. (1992). http://www.imdb.com/title/tt0104257/quotes  

Hirsch, E.D. (n.d.). Illinois Loop.org. Critical Thinking. http://www.illinoisloop.org/thinking.html Labossiere, 

Dr. M.C. (1995). The Nizkor Project. Fallacies. click here  

University of Phoenix. (Ed.). (2002). Critical Thinking [University of Phoenix Resource]. https://mycampus.phoenix.edu/secure/resource/resource.asp

by Barbara Peterson (46 articles, 80 quicklinks, 3 diaries, 416 comments) on Sunday, August 19, 2007 at 10:42:54 AM
 

I briefly read the link for 'critical thinking'

and it strikes me as rather shallow ranting rubbish (with a decided 'conservative' flavor), by someone who does not understand the subject. It's a bit difficult to criticze specifically since it's largely made up of just quotes culled from others, but here is a quote from the piece that hovers around the core -- with my response:

"The difference may be in how educators think that the goal of "thinking" can be achieved. Most theorists in the education industry today think that if we get kids to form opinions out of thin air, without having to know anything a priori, then we are teaching them to "think critically". But many suspect that what that really produces (and we see it all the time in society) is people who have lots of groundless opinions, who can tell you what they think about any issue without even a glimmer of a notion that they might wish to know something it before they open their yammers."

Does it not occur to this author that a critical aspect of critical thinking is doing the reseach and finding what the facts are? The full phrase used is generally "mere rote memorization" -- and opinions form on that are worse than useless. Without getting into a discussion of post modern relativism, I can say that 'facts' are often not facts at all but just someone else's groundless opinion (or lie). The author apparently does not understand the difference between critical thinking as a method (heuristics and epistomology) and some particular subject matter (what a programmer might say is the difference between data and code (or method, with the newer paradigms). Memorization is useful, and very convenient -- I've often engaged in it. In fact, if one works in an area for a while it's almost impossible not to remember things, but I've sat down and just memorized stuff for the convenience of having it in my head (especially in programming). It depends on how often it's needed and if it's more useful and reliable to remember it than looking it up. Sadly, I've known a number of people who tried to write programs and had memorized things wonderfully -- and couldn't write program for beans.

How to go about learning about math, politics, physics, or oil painting is remarkably similar: one assembles 'facts' fram many sources, identifies basic cognitive structures, considers hypotheses, experiments or tests, and synthesizes while keeping alternatives in mind.

It's obvious from the first sentence where the word "Educrats"is used instead of educators, that this piece is just an atempt to advance the right wing agenda (as in 'no child left behind').

"Grade school is the place where kids should learn the framework and fabric of history, science, art, geography, civics, music. In the process, as their knowledge builds, they will learn to form opinions based on the inherent puzzles and paradoxes within what they've learned."

is to say, indocrinated.  

'Higher level thinking' is virtually impossible without a foundation of automaticity of basic skills and knowledge. In other words, students can't do higher-level thinking unless basic-level thinking has become automatic."

Automaticity -- in other words, first indoctrinate students with a particular world view and a set of 'facts' as determined by the cultural hegemony, which will limit the context of what they might think before letting them do any actual thinking.

Compare this with the scientific method where facts must first be verified, and then hypotheses formed, subject to tests and review, and open to modification or refutation. Scientists are hardly ignorant or badly educated, as the examples given are supposed to illustrate as representative of 'critical thinking'. They are, as a whole, very fact-based. Any scientist would point out that 'finding people who did not know what water is west of California' is hardly a valid study -- and it's doubtful if Jay Leno would put on air the people who did know. This is a prime example of the quoted author (Bruce Deitrick Price) either being incapable of actual critical thinking, or just telling tales.

The statement "Most theorists in the education industry today think that if we get kids to form opinions out of thin air, without having to know anything a priori, then we are teaching them to "think critically"." is hardly true. I 'think' he just made that up. I haven't seen that. He doesn't cite any references, and I've heard that before -- from right wingers. One 'conservative' I know used to go on and on about 'critical thinking' and education -- and sent money to elect Bush.

I note that one of the people quoted i the article is Claudi Winker -- managing editor of the Weekly Standard. This little tidbit shows some rather dubious familiarity with critical thinking from her, in support of invading Iraq.

Yup -- with this article we we are talking right wing rubbish.

by Blue Pilgrim (0 articles, 3 quicklinks, 2 diaries, 997 comments) on Sunday, August 19, 2007 at 3:29:17 PM
 

Disagree

The article in question encourages the use of critical thinking skills by admonishing people to think before they speak, and know the facts of the matter about which they are speaking. This is basic to developing critical thinking skills. Uninformed people spouting opinions about things they know nothing about is simply the blind leading the blind. While history as we have been taught is most likely part fantasy, this should only encourage us to dig deeper to gain knowlege of the truth behind the smoke screen. To do that requires a whole lot of research. My take on this article is that it stresses the necessity of knowing the facts in order to form an opinion using the critical thinking process.

by Barbara Peterson (46 articles, 80 quicklinks, 3 diaries, 416 comments) on Sunday, August 19, 2007 at 5:58:55 PM
 

don't just look: see!

The article does much more than that.

You say "Uninformed people spouting opinions about things they know nothing about is simply the blind leading the blind." but that is not generally a progressive trait, but is just what is commonly found from people from The American Enterprise Institute, The Weekly Standard, and other such right wing sources -- such as this fellow quoted as an expert in the article:

Mr. Buehrer's work has been twice featured as the cover story of Focus on the Family magazine, and on BreakPoint with Chuck Colson. He has also written articles for, Teachers in Focus, Christian Parenting, Insight, and American Family Association Journal. His books and materials have been endorsed by Dr. D. James Kennedy, Rabbi Daniel Lapin, and Josh McDowell.

He has appeared on numerous radio and television programs including CBS This Morning, The Coral Ridge Hour, The 700 Club, Point of View, Family Life Today, and as a guest commentator for Family News in Focus.

Look at this about 'what's wrong with education' from this site. Note the magazine at the bottom of the page: The American Enterprise Magazine -- a neocon organization. Note the attack on of progressive education -- which they refer to as 'constructivism' .

 Note Constructivist teaching methods :
"Constructivist teaching is based on the constructivist learning theory, which holds that learning should build upon knowledge that a student already has, and that learning is more effective when a student is actively involved in the construction of knowledge, rather than when he/she is passively listening to a lecture.[1] Thus, the learners give meaning to the knowledge based on their personal experiences."
[...]
"History

Constructivist teaching methods are based on the constructivist learning theory developed by Jean Piaget. Along with John Dewey, Piaget researched childhood development and education. Their theories are now encompassed in those dealing with progressive education.

The constructivist learning theory says that children learn best when they construct a personal understanding based on experiencing things and reflecting on those experiences.[2]"

Beware of this site and what is on it: there is poisonous propaganda mixed in -- and many straw men, and they are not up-front about who they are (although I saw one reference that it is run by Kevin Killion(Who?)).

I have much criticism of schools as they are, but the programs of neocons is not a solution. The people writing on this site do NOT understand how to teach (something I've done for years, taught others how to do, and is part of my lifelong inquiry into cognitive psychology.) Yes, there is much wrong with the education system, but 'going back to basics' and rote memorization is hardly a solution!

Look for the hidden messages and the framing. Consider whether real progressives are the ones who don't know the facts -- not the ridiculous examples like the (apocryphal) illiterate 10th grader (who you might note besides being ignorant as all hell is portrayed as being anti-Bush -- cute little message sneaked in there). Propaganda -- yeah -- become aware of it and learn to spot it.

by Blue Pilgrim (0 articles, 3 quicklinks, 2 diaries, 997 comments) on Sunday, August 19, 2007 at 7:49:04 PM
 

Back to Basics?

You wrote:

"Yes, there is much wrong with the education system, but 'going back to basics' and rote memorization is hardly a solution!"

I believe that a combination of basics and progressive education is best. Each student learns a bit differently. Therefore, I do not believe wholeheartedly in either agenda.

I used the reference, not as referral to an expert in the field of critical thinking or education, but merely as a reference for the definition of the term "critical thinking." I do not think it is necessary to believe in everything that people quoted in articles believe to make them valid sources. For example, someone might quote Richard Nixon in an article, yet not believe in his politics, ethics, or lack thereof. I used the Hirsch reference for the definition of "critical thinking", which is a correct definition. I also use Webster's dictionary for a reference at times, but do not necessarily believe in the owner's personal beliefs.

by Barbara Peterson (46 articles, 80 quicklinks, 3 diaries, 416 comments) on Sunday, August 19, 2007 at 8:59:30 PM
 

I'm not sure what's there now, but

http://www.austhink.org/critical/ and http://www.criticalthinking.org/ had some good stuff when I did some research on it two or three years ago. Wikipedia usually is good starting place for a subject, although, as with any encyclopedia, it should not be completely relied on (especially since sometimes people fiddle with it -- like the CIA and Diebols, as recently in the news, and also Fox News); it's treatment with the 'Socratic questions' (about half way down the page) looks fairly decent.

The 'trick' to education is to follow the student's mind and guide it along or give information as necessary, like a guide would help someone traveling through the wilderness, in a corroborative way; but it's better to let a person discover information on their own than just hand it to them (and then it becomes 'their own' information, as well as practicing research skills). The questions you ask are generally more important than the answers you give.

by Blue Pilgrim (0 articles, 3 quicklinks, 2 diaries, 997 comments) on Sunday, August 19, 2007 at 9:44:49 PM