1

2
 Critical Thinking
“Right to question Everything Intelligently”

Chandra Nath1

January 24, 2022

1
[email protected]
ii
Dedicated to my wife & children
iv

“CRITICAL THINKING IS a desire to seek, patience to doubt, fondness to meditate,

slowness to assert, readiness to consider, carefulness to dispose and set in order; and
hatred for every kind of imposture.” - Francis Bacon (1605)
Contents

1 Preface 1

2 Essence of Critical Thinking: Questions 3

2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 What all things can you Question? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.3 What all Question? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

3 Survey of free CT Resources on Internet 5

3.1 Youtube Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.2 Other Internet Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.3 Book Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.4 University Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.5 BBC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.6 Critical Thinking Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4 Facts, Opinion and Logical Reasoning 7

4.1 Section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4.1.1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. . . . . . . . . . . . . . 8
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4.2 Another section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
4.2.1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. . . . . . . . . . . . . . 9
4.2.2 Lorem ipsum dolor sit amet, consectetur adipiscing . . . . . . . . . . . . . . . . 9
4.3 Section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4.3.1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. . . . . . . . . . . . . . 10
4.3.2 Lorem ipsum dolor sit amet, consectetur adipiscing. . . . . . . . . . . . . . . . 10
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4.4 Another section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
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4.4.2 Lorem ipsum dolor sit amet, consectetur adipiscing . . . . . . . . . . . . . . . . 12

5 Informal Logic 13
5.1 Section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
5.1.1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. . . . . . . . . . . . . . 14
5.1.2 Lorem ipsum dolor sit amet, consectetur adipiscing. . . . . . . . . . . . . . . . 14
5.1.3 Lorem ipsum dolor sit amet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.1.4 Lorem ipsum dolor sit amet, auctor et pulvinar non . . . . . . . . . . . . . . . 14
5.2 Another section heading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5.2.1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. . . . . . . . . . . . . . 15
5.2.2 Lorem ipsum dolor sit amet, consectetur adipiscing . . . . . . . . . . . . . . . . 15

v
vi CONTENTS

6 Arguments 17
6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
6.2 The Core of an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.3 Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.4 Issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.5 Frame of an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.6 Expressing Reasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7 The Logical Structure of Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7.1 The Role of Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7.2 Propositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7.3 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7.4 Seeking Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6.7.5 Brainstorming to Seek Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . 18

7 Fallacies 19
7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
7.2 Arguments are Everywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3 Common Fallacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.1 Adhominem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.2 Affirming the Consequent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7.3.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

8 About the Author 21

List of Figures

2.1 Word Cloud related to Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . 3

4.1 Charlottenburg Palace, the only surviving royal residence in Berlin, Germany. . . . . . 7

5.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

6.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

7.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

8.1 Chandra Nath . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

vii
viii LIST OF FIGURES
1

Preface

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posuere ac lacus. Praesent egestas nisi id metus rhoncus ac lobortis sem hendrerit. Etiam et sapien
eget lectus interdum posuere sit amet ac urna.

Un-numbered sample section

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posuere ac lacus. Praesent egestas nisi id metus rhoncus ac lobortis sem hendrerit. Etiam et sapien
eget lectus interdum posuere sit amet ac urna. Aliquam pellentesque imperdiet erat, eget consectetur
felis malesuada quis. Pellentesque sollicitudin, odio sed dapibus eleifend, magna sem luctus turpis.

Another sample section

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posuere ac lacus. Praesent egestas nisi id metus rhoncus ac lobortis sem hendrerit. Etiam et sapien
eget lectus interdum posuere sit amet ac urna. Aliquam pellentesque imperdiet erat, eget consectetur
felis malesuada quis. Pellentesque sollicitudin, odio sed dapibus eleifend, magna sem luctus turpis, id
aliquam felis dolor eu diam. Etiam ullamcorper, nunc a accumsan adipiscing, turpis odio bibendum
erat, id convallis magna eros nec metus.

Structure of book
Each unit will focus on <SOMETHING>.

About the companion website

The website1 for this file contains:

• A link to (freely downlodable) latest version of this document.

• Link to download LaTeX source for this document.

• Miscellaneous material (e.g. suggested readings etc).

1
https://github.com/amberj/latex-book-template

1
2 1. PREFACE

Acknowledgements
• A special word of thanks goes to Professor Don Knuth2 (for TEX) and Leslie Lamport3 (for
LATEX).

• I’m deeply indebted to Overleaf , the online LATEX typesetting

Chandra Nath

2
http://www-cs-faculty.stanford.edu/~uno/
3
http://www.lamport.org/
2

Essence of Critical Thinking: Questions

“Thinking is not driven by answers but, rather, by questions- Paul & Elder”[8]

Figure 2.1: Word Cloud related to Critical Thinking

2.1 Introduction 5. become interested in the role of

thinking in your life.
In this chapter, the role of questions in 6. routinely analyze thinking into its el-
thinking to make explicit the questions the ements.
best thinkers ask. You must become inter- 7. routinely assess thinking for its
ested in thinking. You must: strengths and weaknesses.
1. become a critic of your own thinking. 8. routinely assess your study (and
2. be willing to establish new habits of learning) habits.
thought. 9. learn how to think within diverse sys-
3. develop a passion for thinking well. tems of thought.
4. study the interplay of thoughts, feel- Let us explore the role of questions in
ings, and desires. thinking

3
4 2. ESSENCE OF CRITICAL THINKING: QUESTIONS

2.2 What all things can to consider alternative ways of giving

you Question? meaning.
4. Questions of assumption force us
1. Purpose to examine what we are taking for
2. Information granted.
3. Interpretation 5. Questions of implication force us to
follow where our thinking is leading
4. Assumption
us.
5. Implication
6. Questions of point of view force us to
6. Point of view examine our point of view and to con-
7. Relevance sider other relevant points of view.
8. Accuracy 7. Questions of relevance force us to dif-
9. Precision ferentiate what does and does not
bear on a question.
10. Consistency
8. Questions of accuracy force us to
11. Logic
evaluate and test for truth and cor-
rectness.
2.3 What all Question? 9. Questions of precision force us to give
details and be specific.
1. Questions of purpose force us to de- 10. Questions of consistency force us to
fine our task. examine our thinking for contradic-
2. Questions of information force us to tions.
look at our sources of information as 11. Questions of logic force us to consider
well as the quality of our information. how we are putting all our thought
3. Questions of interpretation force us together, to make sure that it all adds
to examine how we are organizing or up and makes sense within a reason-
giving meaning to information and able system of some kind.
3

Survey of free CT Resources on

Internet

3.1 Youtube Resources 3.4 University Courses

1. What is Critical Thinking? CT 1. Univ of London Study Skills Work-
Playlist shop 05 - Critical Thinking Skills
2. Deductive and Inductive Reasoning 2. Academic writing and Critical think-
(Bacon vs Aristotle - Scientific Revo- ing 1
lution) 3. Purdue U: Case Analysis & Critical
Thinking
4. Thinking and Learning Critical
3.2 Other Internet Re- Thinking with Stella Cottrell
sources 5. Cambridge Univ Chris Sowton
Strategies for teaching critical think-
1. Are you using a Critical Thinking ing more effectively October 2018
Lense?
6. Critical Thinking and Asking the
2. Steps to create a Critical Thinking Right Questions HUM140: Critical
Organization) Thinking in the Modern Age Rachelle
3. Critical Thinking Questions to make Chaykin
your To-Do list a better list.
4. 10 critical thinking questions to think 3.5 BBC
outside-the-box
5. 5 critical thinking questions to im- 1. Study Skills – How to think critically
prove meetings
6. Three steps to avoid analysis paraly-
3.6 Critical Thinking
sis and when to stop
7. Critical Thinking about Confirma-
Foundation
tion Bias 1. Socratic Questioning Series [Disk 1]
8. Critical Thinking and Emotions [Part 1-7]
2. Socratic Questioning Series [Disk 3]
[Part 1 to 6 Playlist
3.3 Book Chapters
3. Critical Thinking Assessment Series
1. 1 What Is Critical Thinking? [Disk 2] [Part 1-6]Playlist
2.When to Use Critical Thinking 4. Assessment Series: Introduction to
3.The Framework and Tools Click Assessment 1-7 Playlist
on the link to read the first three 5. Critical Thinking Assessment Series
chapters - The Framework [Disk 3] [Part 1-8]Playlist

5
6 3. SURVEY OF FREE CT RESOURCES ON INTERNET

3.7

3.8
4

Facts, Opinion and Logical

Reasoning

Figure 4.1: Charlottenburg Palace, the only surviving royal residence in Berlin, Germany.

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7
8 4. FACTS, OPINION AND LOGICAL REASONING

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10 4. FACTS, OPINION AND LOGICAL REASONING

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5
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4.4. ANOTHER SECTION HEADING 11

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quam felis dolor eu diam. Etiam ullamcor- felis. Class aptent taciti sociosqu ad litora
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odio bibendum erat, id convallis magna himenaeos. Praesent condimentum felis a
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6
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12 4. FACTS, OPINION AND LOGICAL REASONING

egestas nisi id metus rhoncus ac lobortis 4.4.2 Lorem ipsum dolor sit
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Quisque dictum ipsum a sapien egestas fa- eleifend, magna sem luctus turpis, id ali-
cilisis. quam felis dolor eu diam.
5

Informal Logic

Figure 5.1:

[3] cat cupidatat non proident, sunt in culpa

[20] [7] qui officia deserunt mollit anim id est labo-
rum.
Lorem ipsum list:
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Ut enim ad minim veniam, quis nostrud euismod ut euismod nisi.
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4. Fusce vulputate facilisis neque, et
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voluptate velit esse cillum dolore eu fu- 5. Mauris sit amet nulla mi, vitae rutrum
giat nulla pariatur. Excepteur sint occae- ante.

13
14 5. INFORMAL LOGIC

6. Maecenas quis nulla risus, vel tincidunt sem hendrerit. Etiam et sapien eget lec-
ligula. tus interdum posuere sit amet ac urna.
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1
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2
www.example.com
5.2. ANOTHER SECTION HEADING 15

sem hendrerit. Etiam et sapien eget lec- • Nullam ac enim neque, non dapibus
tus interdum posuere sit amet ac urna. mauris.
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odio bibendum erat, id convallis magna tus interdum posuere sit amet ac urna3 :
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Donec sed mattis sapien. Aenean urna sem hendrerit. Etiam et sapien eget lec-
arcu, suscipit at rutrum ac, adipiscing ac tus interdum posuere sit amet ac urna.
felis. Class aptent taciti sociosqu ad litora Aliquam pellentesque imperdiet erat, eget
torquent per conubia nostra, per inceptos consectetur felis malesuada quis. Pel-
himenaeos. Praesent condimentum felis a lentesque sollicitudin, odio sed dapibus
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odio sem, dictum luctus nunc. Etiam tin- quam felis dolor eu diam. Etiam ullamcor-
cidunt venenatis dolor non pellentesque. per, nunc a accumsan adipiscing, turpis
odio bibendum erat, id convallis magna
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3
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis risus ante, auctor et pulvinar non, posuere ac lacus.
16 5. INFORMAL LOGIC
6

Arguments

Figure 6.1:

6.1 Introduction

[18] [16] [21]

17
18 6. ARGUMENTS

6.2 The Core of an Argu- 2. What details from your life or the
ment lives of your friends, acquaintances,
or relatives might serve as examples
or other kinds of evidence?
6.3 Structure 3. What observational studies would be
relevant to this issue?
6.4 Issue 4. Which people could you interview to
provide insights or expert knowledge
6.5 Frame of an Argument on this issue?
5. Which questions about your issue
could be researched with a survey or
6.6 Expressing Reasons questionnaire?
6. What useful information on this is-
6.7 The Logical Structure sue might encyclopedias or special-
of Arguments ized reference works in your univer-
sity library provide?
6.7.1 The Role of Assumptions 7. What evidence might you seek on
this issue using licensed databases
6.7.2 Propositions to search for relevant articles from
magazines, newspapers, and schol-
6.7.3 Conclusions arly journals?
8. How might an Internet search help
6.7.4 Seeking Evidence you research this issue?
6.7.5 Brainstorming to Seek Ev- 9. What evidence might you find on
idence this issue from reliable statistical re-
sources such as the U.S. Census Bu-
[18] reau, the Centers for Disease Control,
or the website USA.gov? (For more
1. What personal experiences have you information on the last four points,
had with this issue? see Chapter 16.)
7

Fallacies

Figure 7.1:

7.1 Introduction

[12] [2] [1]

19
20 7. FALLACIES

7.2 Arguments are Every- 4. Which people could you interview to

where provide insights or expert knowledge
on this issue?

7.3 Common Fallacies 5. Which questions about your issue

could be researched with a survey or
7.3.1 Adhominem questionnaire?
6. What useful information on this is-
7.3.2 Affirming the Consequent sue might encyclopedias or special-
7.3.3 ized reference works in your univer-
sity library provide?
7.3.4 7. What evidence might you seek on
this issue using licensed databases
7.3.5
to search for relevant articles from
7.3.6 magazines, newspapers, and schol-
arly journals?
[18]
8. How might an Internet search help
1. What personal experiences have you you research this issue?
had with this issue? 9. What evidence might you find on
2. What details from your life or the this issue from reliable statistical re-
lives of your friends, acquaintances, sources such as the U.S. Census Bu-
or relatives might serve as examples reau, the Centers for Disease Control,
or other kinds of evidence? or the website USA.gov? (For more
3. What observational studies would be information on the last four points,
relevant to this issue? see Chapter 16.)
8

About the Author

Chandra Nath

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis risus ante, auctor et pulvinar
non, posuere ac lacus. Praesent egestas nisi id metus rhoncus ac lobortis sem hendrerit.
Etiam et sapien eget lectus interdum posuere sit amet ac urna. Aliquam pellentesque
imperdiet erat, eget consectetur felis malesuada quis. Pellentesque sollicitudin, odio sed
dapibus eleifend, magna sem luctus turpis, id aliquam felis dolor eu diam. Etiam ullamcor-
per, nunc a accumsan adipiscing, turpis odio bibendum erat, id convallis magna eros nec
metus. Sed vel ligula justo, sit amet vestibulum dolor. Sed vitae augue sit amet magna
ullamcorper suscipit. Quisque dictum ipsum a sapien egestas facilisis.
In hac habitasse platea dictumst. Nullam turpis erat, porttitor ut pretium ac, condimen-
tum sed dui. Praesent arcu elit, tristique sit amet viverra at, auctor quis tortor. Etiam
eleifend posuere aliquam. Donec sed mattis sapien. Aenean urna arcu, suscipit at rutrum
ac, adipiscing ac felis. Class aptent taciti sociosqu ad litora torquent per conubia nostra,
per inceptos himenaeos. Praesent condimentum felis a ipsum ullamcorper semper. Viva-
mus eu odio sem, dictum luctus nunc. Etiam tincidunt venenatis dolor non pellentesque.

Figure 8.1: Chandra Nath

21
22 8. ABOUT THE AUTHOR
Colophon

My Website
• Send email

The following will be replaced with the actual colophon once it is ready:

“In early printed books the colophon, when present, was a brief description of the printing
and publication of the book, giving some or all of the following data: the date of publication,
the place of publication or printing (sometimes including the address as well as the city
name), the name(s) of the printer(s), and the name(s) of the publisher(s), if different.
Sometimes additional information, such as the name of a proofreader or editor, or other
more-or-less relevant details, might be added. A colophon might also be emblematic or
pictorial rather than in words.[4] The normal position for a colophon was after the explicit
(the end of the text, often after any index or register). After around 1500 these data were
often transferred to the title page, which sometimes existed in parallel with a colophon.
Colophons sometimes contained book curses, as this was the one place in a medieval
manuscript where a scribe was free to write what he wished. Such curses tend to be
unique to each book.[12]
In Great Britain colophons grew generally less common in the 16th century. The statements
of printing which appeared (under the terms of the Unlawful Societies Act 1799)[13] on
the verso of the title-leaf and final page of each book printed in Britain in the 19th century
are not, strictly speaking, colophons, and are better referred to as "printers’ imprints" or
"printer statements".
In some parts of the world, colophons helped fledgling printers and printing companies
gain social recognition. For example, in early modern Armenia printers used colophons as
a way to gain "prestige power" by getting their name out into the social sphere.[14] The
use of colophons in early modern Armenian print culture is significant as well because it
signalled the rate of decline in manuscript production and scriptoria use, and conversely
the rise and perpetuation of printing for Armenians.
With the development of the private press movement from around 1890, colophons became
conventional in private press books, and often included a good deal of additional informa-
tion on the book, including statements of limitation, data on paper, ink, type and binding,
and other technical details. Some such books include a separate "Note about the type",
which will identify the names of the primary typefaces used, provide a brief description of
the type’s history and a brief statement about its most identifiable physical characteristics.
Some commercial publishers took up the use of colophons, and began to include similar
details in their books, either at the end of the text (the traditional position) or on the verso

23
24 8. ABOUT THE AUTHOR

of the title-leaf. Such colophons might identify the book’s designer, the software used, the
printing method, the printing company, the typeface(s) used in the page design and the
kind of ink, paper and its cotton content.[15] Book publishers Alfred A. Knopf, the Folio
Society and O’Reilly Media are notable for their substantial colophons.”
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