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Critical Thinking Steps (Part2) — Transcript

by ADIP ALEXU · 1,792 words · 433 segments · language en · Watch on YouTube

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0:03the second group of skills that we have
0:06to develop
0:07uh in the analysis step of the critical
0:11thinking process
0:13is
0:13the skills that we need to identify the
0:17relation
0:19the relation or the relations between
0:21different pieces of information
0:25and this
0:26involves
0:28three groups of skills the first group
0:31of skills is the skills
0:33we need to
0:35manage information or what we call
0:38information management skills by this we
0:41mean
0:42that we are able to
0:44classify information uh compare
0:47different pieces of information
0:50summarizing information or putting
0:53information into order
0:56after that we need to develop skills of
1:00identifying relations
1:03relations between different pieces of
1:05information
1:06and
1:08these these relations
1:10may be mathematical relations or verbal
1:14relations or
1:16uh
1:17analogical relations or relations
1:20between different patterns and shapes
1:23okay
1:25finally
1:26we have to develop a skills related to
1:29generating information or what we call
1:32information generation skills
1:35uh
1:36and this involves this involves
1:40skills like inductive reasoning skills
1:43deductive reasoning skills inference
1:46skills or assumption
1:49skills in that sense
1:52there are some logical flaws or logical
1:56mistakes if made
1:58they would negatively affect the
2:01soundness
2:02of the information generated number one
2:05flaws and deductive reasoning let's have
2:07some examples
2:10someone
2:11came to you
2:12and says
2:14some plants
2:15are poisonous
2:19and
2:20some vegetables are plants so
2:23[Music]
2:24some vegetables are poisonous
2:27is this 100
2:30certain
2:31is this logically correct
2:35think about it
2:38there is
2:39a logical mistake
2:41in this reasoning because the reasoning
2:44started with a partial premise
2:47because he started with some plants are
2:51poisonous if he said
2:53that all plants are poisonous and
2:56vegetable and some vegetables are plants
2:59so for sure it's certain that some
3:02vegetables
3:05will be poisonous okay but he didn't
3:08distort
3:09la he didn't start like this he started
3:12with a partial premise saying that some
3:15plants are poisonous okay
3:17another example
3:19is uh
3:20someone comes to you and says
3:24that
3:25the pyramid
3:27is one of
3:28uh
3:29is one of the wonders of uh
3:32the word is one of the wonders of the
3:34world
3:35and omar
3:38is a pyramid
3:39homer is a pyramid
3:41so omar is one of
3:43the seven wonders uh
3:46of the word
3:47is this uh is is this correct
3:51is
3:52this a logical reasoning
3:55that's that's not that's not because
3:58this reasoning is flawed this reasoning
4:01is incorrect because
4:03the
4:04the author of this argument or the
4:07author of the the the one who came to
4:10you
4:11and says and said that
4:15the pyramid is
4:17one of the seven wonders of the world
4:20and umar is a pyramid
4:22so umar is one of the seven wonders
4:26of the world he depended he or she
4:29depended on
4:31the common word just the common word
4:33which is pyramid in the first fact or
4:36the first premise and
4:39the pyramid in the second premise so
4:42this whole reasoning is not correct
4:47another example
4:48if we if someone comes to you and says
4:52that
4:53the
4:54moon
4:55orbits
4:57the earth
4:59the moon
5:00orbits
5:02the
5:03earth
5:05nuha is a moon
5:08so noha orbits the earth
5:11if this
5:12this is sound or logical
5:15reasoning
5:16it's
5:16it's not
5:18because
5:19the the the
5:22the author of this argument the author
5:24of this argument depended on
5:27one
5:28true
5:29one true premise which which is
5:32the moon orbits of the earth and
5:36the following premise was just a
5:39metaphorical
5:40premise because he said nuha
5:43is a moon
5:44he wanted to say nuh is like moon
5:48so the second premise
5:50was just a metaphorical premise
5:52figurative
5:54premise so
5:56and he
5:57based his conclusion on
6:01metaphorical metaphorical premise
6:04metaphorical premise so that wasn't that
6:07wasn't correct
6:08this reasoning is flawed
6:11number two
6:13flaws in inductive reasoning for example
6:16if someone comes to you and said
6:19x is a sample of y by this he means that
6:23x is a sample y is the population and he
6:26reaches a judgment or he gives an
6:30opinion saying that
6:31what happens to x which is the sample
6:35will happen to y which is the population
6:38what do you think if this will be always
6:40correct if this
6:42conclusion if this conclusion will be
6:44always right
6:46no if the sample is not representative
6:49so the conclusion will not be
6:53logical if the sample is not
6:55representative
6:57the conclusion will be
7:00will be
7:01illogic our will be not
7:04logical so make sure that you can spot
7:07this flaw in inductive reasoning
7:10because
7:11this is will not be always correct this
7:14conclusion will not be always certain
7:17okay in case
7:19that the sample is not represented
7:23another another instance
7:25uh when we can spot a flaw in inductive
7:28reasoning is when the reasoning
7:31depends on the reasoning of somebody or
7:34some or someone's reasoning depends on
7:37incomplete observation or incomplete
7:40information
7:41okay the kind of inductive reasoning
7:44which depends on incomplete information
7:47or incomplete observation
7:49will not
7:50be it will not be sound will not be
7:54purely logical
7:56okay number three flaws and inference
8:00let's have some examples
8:02if i uh
8:04if i
8:05if i tell you that uh
8:08all egyptians
8:10are
8:10arabs okay
8:12ahmed is an egyptian so ahmed is an arab
8:16okay what do you think about this is
8:18this
8:19good reasoning true reasoning
8:22yes that's a true reasoning okay because
8:24the conclusion here will be certain
8:27okay but when i
8:29tell you that
8:31all egyptians
8:33are arabs ahmed is an arab
8:36so
8:37ahmed is an egyptian
8:39what do you think about this reasoning
8:41is it true reasoning or false reasoning
8:44think about it it's false reasoning it's
8:46false reasoning you have to be able to
8:49spot flaws
8:51in inference
8:53number four flaws and assumptions
8:56we're gonna study assumptions in detail
8:59when it comes to uh
9:01when it comes to the chapter
9:03uh
9:04focusing on the study of the arguments
9:07and the types of the argument we're
9:09gonna in this chapter we're gonna
9:13give great focus to the
9:15the the the structure of the argument
9:18and
9:19in that sense
9:20we will study assumptions in detail but
9:23[Music]
9:25in this video
9:27we just want to
9:29shed some light on the flaws and
9:31assumptions
9:33first of all assumptions are unstated
9:36unproven information unstated unproven
9:39information or unstated unproven
9:41premises
9:44in order to come up with assumptions you
9:47have to
9:48connect
9:49premises connect to premises or find
9:52relations between premises in order to
9:56reach a conclusion
9:57or an inference so
10:00in that
10:01in that way you're gonna find
10:04assumptions in order to
10:07avoid creating flaws and assumptions so
10:11assumptions should be related to uh
10:15that
10:16should be related to the problem
10:18being analyzed
10:20the
10:21assumptions uh should always
10:25be
10:26should always contribute to solving the
10:28problem
10:29uh
10:31invest being investigated
10:34also the more the assumptions are the
10:37better they are the more the assumptions
10:40are the better they are okay
10:42uh also
10:44assumptions should be
10:46objective
10:48so we have to avoid while coming up with
10:51the assumptions
10:53or uh identifying assumptions
10:57we
10:57the assumptions
10:59should be objective the assumption
11:02shouldn't be biased
11:04okay for example when you investigate a
11:07car accident so you can assume that
11:12that happened because of high speed or
11:15driving in an opposite direction
11:18okay
11:19uh or the road or the way
11:22okay on which the car
11:25the car was uh was moving was unsuitable
11:29was unsuitable for uh driving
11:32okay so assumptions here are objective
11:36assumptions here in this case are
11:38objective
11:45in the evaluation step
11:48we have to apply and utilize
11:52two kind of skills the first skull is
11:55the skill of argumentation and the
11:57second skill is the skill of argument
11:59evaluation
12:03in the first skill which is the skill of
12:06argumentation
12:08we have to know how to argue in pursuit
12:13of
12:14convincing others
12:15do not forget that in
12:18the evaluation step we evaluate
12:21different approaches to deal with the
12:25situation and we
12:27we have to
12:29argue that
12:31a certain approach will be convenient to
12:35deal with this situation
12:37or a certain solution is the best to
12:40deal with this a problem
12:42so
12:43creating evaluation to convince others
12:47is very important skill
12:50and
12:51when it comes to evaluate argument
12:54evaluation
12:56this is another
12:58important skill as well
13:00while we argue
13:02people may be supporters
13:04maybe
13:07opponents may be impossible neutral
13:10supporter people
13:12will support your argument
13:15opponents will go against your argument
13:18and neutral
13:20or impartial people
13:22will
13:24neither
13:25support your argument nor
13:29go against your argument they are
13:31neutral
13:32they are impartial and
13:35when we use argumentation skills
13:38our aim is to change the uh to change
13:43to change the those who are uh opponents
13:47to be supporters and at the same time
13:49maintain your supporters you have to
13:52maintain your supporters
13:54and to change the opponents to be
13:57supporters
13:58and
14:00to change those who are neutral or
14:03impartial to be
14:05supporters as well
14:07okay so
14:09first we maintain ours we want you we
14:12when we use uh argumentation skills we
14:15maintain our supporters
14:17we neutralize
14:19at least neutralize our opponents
14:22and we
14:23can change our the neutral or impartial
14:27people to be supporters
14:29in order to do that you have to consider
14:32the following general tips
14:35first
14:36you have to
14:38understand your audience
14:42by knowing their culture
14:44uh by estimating their uh age ranges
14:49uh
14:50by uh
14:52knowing or identifying the percentage of
14:55males to females
14:58and do not forget to to to show them
15:01respect
15:04another thing is to
15:07understand their point
15:09their points of view to understand their
15:12opinions
15:14because this will help you
15:17[Music]
15:19create the suitable arguments
15:21and it will
15:23help you
15:26deal with the
15:28objections
15:30okay
15:31and
15:32it will help you
15:34create
15:35rapport
15:37okay
15:38also you have a start
15:40with a point of agreement this is very
15:43important you have to start with a point
15:46of agreement uh because this will create
15:49or form a bond between you and your
15:53audience
15:55also
15:56focus on the suitable
15:59arguments for your audience and do not
16:02try to overwhelm them
16:04with arguments that are unnecessary
16:08okay
16:11also
16:12do not try to use arguments you are not
16:15sure of
16:17and in the end
16:21try to summarize what you have agreed on
16:25at the end at the end of your argument
16:29uh try to summarize what you have agreed
16:32on
16:33these are
16:35very important pieces of advice that you
16:39have to consider while presenting your
16:42argumentation
16:45when it comes to the scale of argument
16:47evaluation
16:51you have to make sure
16:53that
16:54you fulfill the following points
16:57first
16:58evaluation of a target achievement first
17:01evaluation of a target achievement
17:04evaluation of the target achievement
17:06second
17:07evaluation of the accuracy of results
17:11evaluation of the accuracy of results
17:16third
17:18evaluation of the suitability of the
17:21means used
17:23evaluation
17:24of the suitability of the means used
17:28finally
17:29evaluation
17:31of the plan effectiveness evaluation
17:34of the plan effectiveness

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