2: A Framework for Inquiry
- Page ID
- 306923
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)In the broadest sense, critical thinking is about reasoning clearly and effectively to achieve our goals. The traditional goal in critical thinking courses is getting at the truth and avoiding falsehoods. Our conception of critical thinking can be expanded to include other goals and appropriate standards for achieving these. So, for instance, an architect isn’t concerned with getting at the truth, but with good design. So, an architect will be concerned with standards and methods appropriate to achieving good design. But even in this context, it would be irrational for an architect to ignore truths about, say, the load bearing properties of various building materials. Whatever our goals, getting at the truth about many things will matter. So, truth-oriented critical thinking in the context of inquiry is a vital and indispensable foundation for reasoning effectively generally.
At this cultural moment, we are beset with a variety of prejudices and confusions about the nature of truth and reason. As we will soon see, there is nothing scary or oppressive about our ordinary everyday concept of truth. People do often enough act in scary and oppressive ways by claiming to have the truth and insisting that others abide by it. But there being a truth of some matter is not the same thing as someone knowing that truth or insisting that others agree. We will want to track this difference carefully. To that end, we will start by introducing the metaphysical and conceptual framework we presuppose in truth-seeking inquiry.
- 2.1: Subjects and Objects
- This page explores the differences between subjective and objective realities, noting that our understanding is often clouded by personal biases. It underscores the potential for individuals to grasp the objective world through critical thinking and mutual inquiry. By cultivating accurate beliefs, people can act effectively and reach their goals, emphasizing the significance of pursuing a better understanding of objective reality.
- 2.2: Truth
- This page explores the nature of truth, asserting that it is objective and defined by its correspondence with reality, rather than subjective beliefs. It critiques the phrase "my truth" for obscuring the difference between personal views and objective fact. The text highlights the importance of differentiating between the essence of truth and the evaluation of claims for effective critical thinking, underscoring that truth exists independently of belief or understanding.
- 2.3: Reasonableness
- This page discusses the importance of rational beliefs grounded in solid reasoning that fosters truth and effective action. It highlights the need for openness, humility, and cooperation in rational discourse, steering clear of stereotypes related to power. Rationality prioritizes truth over subjective aims and necessitates careful thought to avoid logical fallacies.
- 2.4: Inquiry is a Social Enterprise
- This page emphasizes the role of community in the pursuit of truth in science and philosophy, highlighting that individual perspectives can be limited by biases. Collective inquiry encourages diverse viewpoints, enhancing understanding and error-checking. The dialectic method promotes learning through argument evaluation rather than debate, fostering critical thinking and appreciation for differing opinions.
- 2.5: The Fruits of Inquiry
- This page emphasizes the importance of inquiry in discovering truth through observation, questioning, and critical evaluation. It highlights that while inquiry may not always provide clear answers, it fosters better understanding and clarifies issues. Alhazan underlines the need to question accepted ideas and rigorously examine information rather than rely solely on authorities. This dialectical approach promotes improved reasoning and critical thinking by challenging biases.