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10 . 11 . Introduction UNIT I . AN INTRODUCTION TO REASONING Reasoning and Argument Reasoning as a Social Process Unit Summary UNIT . ARGUMENT ANALYSIS Analysis , Standardization , and Complications to Argument Analysis Missing Premises Argument Final Notes Unit Summary UNIT AN INTRODUCTION TO EVALUATION Evaluation and Logical Strength Factual Correctness Bias and Motivated Reasoning Unit Summary UNIT IV . AN INTRODUCTION TO DEDUCTIVE ARGUMENTS Deduction and Argument Form The Language of Deduction Unit Summary 15 25 29 39 49 61 75 79 89 99 111 115 123 133
12 . 13 . 14 . 15 . 16 . 17 . 18 . 19 . 20 . 21 . UNIT COMMON INDUCTIVE ARGUMENTS Arguments from Analogy Inference to the Best Explanation Inductive Generalizations Inductive Applications Unit Summary UNIT VI . SOCIAL ARGUMENTS Testimony and Trust Trust and the Ad Agreement , Disagreement , and Popularity Unit Summary UNIT . SCIENTIFIC REASONING Dealing with Statistics Correlation and Cause Significant Correlations and Controlled Studies Unit Summary Concluding Thoughts 137 147 155 167 175 179 191 199 211 215 227 237 245 247
In my view , courses in Critical Thinking are difficult to teach well , and this text is my effort to make this task a little easier . In developing this text I tried to build on what I take to be the best books out there , and I want to start by acknowledging three works in particular Trudy A Practical Study , Richard Reason and Argument , and Salmon Introduction to Logic and Critical Thinking . More importantly , many individuals have helped me along the way . In particular , I would like to extend my thanks to several of my colleagues at to Dan for many informal conversations about pedagogy in critical thinking , to Steve for helping me recognize the subtle importance of names for inclusive pedagogy , and to Cathy for reading drafts of Chapter . In addition , I like to thank Kevin Sharpe ( St . Cloud State ) in particular who used an early version of this text in his course . The book has changed significantly since then , due in part , to Kevin helpful feedback . I also owe a special thanks to Andrew ( Class of 21 ) who worked with me on a full overhaul of the text during the mer of 2019 , and to Hallie Hoffman ( Class of ) who worked with me to develop the sion in Chapter 16 of testimony , the web , and social media . My decision to create an OER using was guided and informed by a series of seminars developed by Library and Digital Learning team , and I would like to thank Tim Clarke in particular for his help and encouragement putting together this project . Many thanks are owed to my wife , Katie Robinson , for her support , and for being a patient sounding board during the development of this text . Finally , I am grateful to the many students whose questions and comments helped me to improve and refine the text along the way . Thaddeus Tad Robinson Associate Professor of Philosophy , College