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CRITICAL THINKING SKILLS Day 1 Thinking Fast and Slow

CRITICAL THINKING SKILLS Day 1 Thinking Fast and Slow. Civics SRMHS Mr. Hensley. What is knowledge?. Testing Beliefs: The Argument. When we are testing our beliefs to see if they are true – we use a method known as an argument

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CRITICAL THINKING SKILLS Day 1 Thinking Fast and Slow

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  1. CRITICAL THINKING SKILLSDay 1Thinking Fast and Slow Civics SRMHS Mr. Hensley

  2. What is knowledge?

  3. Testing Beliefs: The Argument • When we are testing our beliefs to see if they are true – we use a method known as an argument • An argument is a set of statements that are linked through logic so as to prove a conclusion • Arguments often take the form of a syllogism (pictured on the right)

  4. Syllogism as a Set

  5. This Is Called Deductive Reasoning • Takes things we know for sure (called axioms or premises) • Puts them together to get a definite conclusion • Works from the large down to the small • If the premises or axioms are true and the way they are put together is logical, then the argument is true

  6. Example of the Flawed Premise • Southeast is 75% African-American • Southeast is a normal, typical high school • Therefore, all high schools should be about 75% African-American • Am I correct? • Where did I go wrong?

  7. Inductive Reasoning • We make many observations • From our observations, we draw a general conclusion • Our conclusion is only as good as our observations – it’s either strong or weak • Builds from the bottom up (used by scientists)

  8. Example of Induction • Premise: Most things that are yellow and sour are also lemons • Premise: This object is both yellow and sour • Conclusion: This object is very likely to be a lemon • How could this go wrong?

  9. Thinking in the Real World • Two psychologists studied real people making real decisions • They discovered two different and independent brain systems for decision making – one fast, one slow • Fast was called “System 1” • Slow was called “System 2”

  10. Thinking FAST • System #1 is best used for quick decisions, where speed is more important than accuracy • Uses heuristics (rules of thumb, shortcuts, “common sense”) • Heuristics simplify information and allow for quick, gut decisions

  11. System #1 Breakdown A bat and a ball together cost $1.10 The bat costs $1 more than the ball What does the ball cost?

  12. Solving the Bat and Ball Let x = price of ball X +1 = price of bat X + (x+1) = $1.10 2x +1 = $1.10 2x = $0.10 X = $.05

  13. Thinking SLOW • System #2 proceeds with conscious effort, gives you good decisions but takes time • Used for evaluating evidence, solving math problems • Uses algorithms (a set procedure, a formula) • Algorithm example: Scientific method

  14. A Little of Both • System #1 makes sense when time is a factor or the stakes are low • System #2 makes sense if you have lots of time and the consequences for failure are large • Don’t mix up strategies! • Analysis paralysis

  15. Representativeness Heuristic • Fancy way of saying “If it looks like a duck and quacks like a duck, it’s probably… a duck” • System 1 heuristic – if something resembles members of a category, put it in that category • System 2: consider the base rate: how common the categories actually are

  16. Case Study: Meet Tom • Tom is an opera buff who enjoys touring art museums when on vacation.  Growing up, he enjoyed playing chess with family members and friends.  Which situation is more likely? • Tom plays trumpet for a major symphony orchestra • Tom is a farmer

  17. Case Study: Tell Me About Linda • Linda is a philosophy major. She is 31 years old, bright, outspoken and concerned about issues of discrimination and social justice. • Best guess: the probability that Linda is a bank teller? • Best guess: the probability that Linda is a feminist bank teller?

  18. Organ Donation Rates- explain?

  19. Turning System #2 into System #1 • Expert performance in a field means quick recognition of complex patterns • It requires LOTS of practice- how much? • 10,000 hours seems to be about average • That would be 20 hours a week for 10 years… or 40 hours a week for 5 years

  20. My Greatest Shame • For 35+ years, I’ve had at least 20 hours of leisure time each week • 35 years x 52 weeks in a year x 20 hours a week… 36,400 hours! • I could be WORLD-CLASS in at least THREE different fields! • And I’m not

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