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Northern Negros State College of Science and Technology

This document outlines a lesson on basic critical thinking skills, specifically focusing on identifying and discussing issues. It defines an issue as any matter of controversy or uncertainty that is raised when evaluating a claim. Examples of issues are provided and it is explained that an issue differs from a topic of conversation in that it involves evaluating a claim rather than just discussing a subject.

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Shella Mae Line
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270 views

Northern Negros State College of Science and Technology

This document outlines a lesson on basic critical thinking skills, specifically focusing on identifying and discussing issues. It defines an issue as any matter of controversy or uncertainty that is raised when evaluating a claim. Examples of issues are provided and it is explained that an issue differs from a topic of conversation in that it involves evaluating a claim rather than just discussing a subject.

Uploaded by

Shella Mae Line
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY


OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com

COURSE LOGIC & CRITICAL THINKING


MODULE 2 (3 HOURS) Lesson 4 :Basic Critical Thinking Skills (ISSUES) (Good for 3 hours)
COURSE FACILITATOR Leilany D. Tio
FB Lei Tio
CONTACT DETAILS Messenger
Email Ad [email protected]
Phone No./s 09101456168/09450850682

INTRODUCTION

This lesson is about Basic Critical Thinking Skills. In this lesson, issues will be discussed.

LEARNING OUTCOME

1. Recognized the basic critical thinking skills.


2. Identify the different issues of critical thinking.
3. Discuss Arguments.

MOTIVATION

If Logic is a science and art of correct thinking, what do you think is Critical thinking?

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PRESENTATION

What, concretely and specifically, is critical thinking? We will know as we dig deeper in this
lesson.

TEACHING POINTS

When we take a position on an issue, we assert or claim something.


The claim and the thinking on which it is based are subject to rational evaluation. When we do
that evaluating, we are thinking critically. To think critically, then, we need to know:
 When someone (including ourselves) is taking a position on an issue, what the issue is, and
what the person is claiming relative to that issue – that is, what the person’s position is.

 What considerations are relevant to that issue.

 Whether the reasoning underlying the person’s claim is good reasoning.

 And whether, everything considered, we should accept, reject, or suspend judgement on


what the person claimed.

Finally,

 Doing all this requires us to be levelheaded and objective and not influenced by extraneous
factors.

ISSUES

Whenever we have to think critically, the first item of the business is to make sure we are
focusing on the correct issue. In the broadest sense, an issue is any matter of controversy or
uncertainty; an issue is a point in dispute, in doubt, in question, or simply up for discussion or
consideration.

Example:

- Should I mow the lawn barefoot?


- Should we get a new car?
- Is Coco Martin taller than his father?
- Are pit bulls are apt to bite than golden retrievers?

As soon as we ask these questions, we have raised an issue. An issue is raised when a claim is in
question. In fact, for our purposes, “question” and “issue” can be used pretty much
interchangeably.

Many issues can be posed beginning with the word “whether”.

Example:

- Whether we should get a new car…


- Whether Coco Martin is taller than his father…
- Whether pit bulls are more apt to bite than golden retrievers…

Issues can be posed in other ways as well.

Example:
- we might wonder how many miles per gallon a car will get
- when the train arrived
- who fired the fatal shoot
- what the root causes of terrorism are
All of these become issues as soon as we consider them.

Example;

Did you turn off the air conditioning before you left, you wonder?

The issue here is whether you turn off the air conditioning, it’s a question in your mind, so it is
an issue for you.

It is common these days to call psychological problems “issues”. You hear people say things like
“She has an issue with this class” or “He has an issue with cats”. These statements simply mean
that she doesn’t like this class and that cats upset him.
A couple of years ago there was a popular song named “She’s Got Issues”, which employed the
word in a similar vein.
But as we use the term, an issue is never something a person has, and it certainly isn’t
something a person has got. There are lots of things you can with these issues, you can raise
them, discuss or debate them, try to settle them, ignore them, but one thing you can’t do is
simply have them.
In this lesson, we use ‘issue” the good, old-fashioned way , as what is raised when you consider
whether a claim is true.

Notice also that an issue is different from a topic of conversation.

Pet care can be a topic for a conversation, not an issue.

Have you take care of your pet is an issue.

ASSESSMENT

Rubrics

POINTS INDICATIONS

5 Clearly understand the questions. Answers are brief and clearly stated.

4 Understand the questions. Answers are brief but not clearly stated.

3 Partially understand the questions. Answers are brief but not clearly stated.

2 Has a poor understanding of the questions. Answers are not clearly stated.
1 Do not understand the questions. Answers are not clearly stated.

1. What is an Issue?
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2. Give 5 examples of Issue.

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References
1. Tubo, Dennis V. (2001). The Philosophy of Man, Existential-Phenomenological Approach,
Manila: National bookstore, Inc.
2. Nabor-Neri, Maria Imelda, Ph.D. (199). Fundamentals of Logic, Quezon City: National Book
Store, Inc.
3. Source https://superscholar.org>eastern-ph

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