Case Study Lesson 3: Thinking Critically

PHIL 201
Study Guide Lesson 3: Thinking Critically
Points
1) Be able to state common objections and questions often raised against philosophical reasoning and how one might respond to them:
a) Quibbling over Words: Philosophy is little more than quibbling over the meaning of words – key terms of an issue are often defined in the views of the philosopher / It all depends on how you define your terms = Response - Yes, often it does ~ Question is “what reasons are there for preferring one definition to the other” – one’s definition is not always as good as another’s > further debate determines adequacy
b) Need for Absolute Certainty: it may seem most of the solutions to philosophical problems can be supported with good arguments and, in addition, are open to significant objections – a matter of personal preference / Response - assumption that philosophical truth is an all-or-nothing proposition – just because critics always seem to have objections, it
It means using that skill-set each time a problem presents itself, and it means accepting the result of that work. Ultimately, to have a spirit to think critically is more than an asset to the worthiness of engaging in critical thinking; it is more than a willingness to engage in critical thinking; it is even more than an enjoyment of engaging in critical thinking. *** To have a spirit to think critically is to have the habit of engaging in critical thinking. Critical thinkers habitually, routinely, and frequently apply their critical thinking skills (in the weak sense) to the problems they encounter regularly in their everyday life and (in the strong sense) to their own beliefs, assumptions, and attitudes. They also accept, act on, and live by the beliefs, assumptions, and attitudes they have developed as a result of thinking critically. > Needs to be fostered and nurtured as early as