Diversity Reading List

Publisher's note: We are frequently confronted with arguments. Arguments are attempts to persuade us - to influence our beliefs and actions - by giving us reasons to believe this or that. Critical Thinking: A Concise Guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments. Through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. Key topics discussed include:

• Core concepts in argumentation.
• How language can serve to obscure or conceal the real content of arguments; how to distinguish argumentation from rhetoric.
• How to avoid common confusions surrounding words such as 'truth', 'knowledge' and 'opinion'.
• How to identify and evaluate the most common types of argument.
• How to distinguish good reasoning from bad in terms of deductive validly and induction.

Publisher’s Note:

Is logic masculine? Is women's lack of interest in the "hard core" philosophical disciplines of formal logic and semantics symptomatic of an inadequacy linked to sex? Is the failure of women to excel in pure mathematics and mathematical science a function of their inability to think rationally? Andrea Nye undermines the assumptions that inform these questions, assumptions such as: logic is unitary, logic is independenet of concrete human relations, and logic transcends historical circumstances as well as gender. In a series of studies of the logics of historical figures--Parmenides, Plato, Aristotle, Zeno, Abelard, Ockham, and Frege--she traces the changing interrelationships between logical innovation and oppressive speech strategies, showing that logic is not transcendent truth but abstract forms of language spoken by men, whether Greek ruling citizens, or scientists.

Abstract:

The chapter portrays how contextual examples are relevant to methods of teaching that empower understanding. Focusing on argument from Vine Deloria, jr’s Red Earth, White Lies, Native students inspire one another to learn critical thinking skills, as they discover ways to determine whether Deloria’s concerns with the logic of Western thought are shown to be justified. In the context of teaching about a particular critical thinking fallacy, students grasp the application of logical skills in their own meaningful
cultural context. The point driven home is that the meaningful and culturally relevant contextual content of examples used to teach critical thinking can excite and inspire Native students to learn. Thus philosophers can reinforce the acquisition of critical thinking skills for Native students by using meaningful, familiar content to reinforce understanding and praxis, for the recognition of cognitively false conclusions. This chapter implies an ethical maxim: using examples only from Western thought to teach critical thinking skills may prejudice students of other traditions in their acquisition of these skills.