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Asking the Right Questions?

by: Antonio Gonzalez Jr.

Asking the Right Questions? SOCI 300

Marketplace > Northern Illinois University > Sociology > SOCI 300 > Asking the Right Questions
Antonio Gonzalez Jr.

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About this Document

Chapter's 1&2 brief summary
Fundementals of Sociology
Abu Bah
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This 4 page Bundle was uploaded by Antonio Gonzalez Jr. on Tuesday August 23, 2016. The Bundle belongs to SOCI 300 at Northern Illinois University taught by Abu Bah in Fall 2016. Since its upload, it has received 4 views. For similar materials see Fundementals of Sociology in Sociology at Northern Illinois University.


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Date Created: 08/23/16
Book: Asking the Right Questions Sociology 300 9/1/16  Chapter 1. ­ The noisy, confused world we live in ­ We are all allowed to peruse our own religion, politics, and what we will. ­ Despite our decisions there are still people out there to try to persuade us to  change our life­styles/ behaviors.  o Marketers, Advertisements, Salesmen, etc.  o They tell us only half the truth  The necessity of Relying on our Mind ­ We must assert rational control of our beliefs and conclusions. The  alternative is being the mental slave of whoever impresses our system 1 brain. ­ Critical thinking teaches you skills and attitudes that make you proud to have  rationally discovered answers that make sense to you.  ­ Critically thinking teaches you to listen and to learn from others.  Critically Thinking to the rescue ­ Listening and reading critically – that is, reacting with systematic evaluation  to what you have heard and read – requires set of skills and attitudes 1. Awareness of a set of interrelated critical questions; 2. Ability to ask and answer these critical questions in an appropriate  manner; and  3. Desire to actively use the critical questions ­ Critical questions are also useful in improving your own writing and speaking because they will assist you when you:  1. React critically to an essay or to evidence presented in a textbook, in a  periodical, or on a Web site; 2. Judge the quality of a lecture or a speech; 3. Form an argument;  4. Write an essay based on a reading assignment; or  5. Participate in class Three Dimensions of Critically Thinking   Awareness of a set                                                    Desire to actively Of interrelated                                                           use the critical  Critical questions.                                                     questions.                               Ability to ask and answer critical                              Questions in an appropriate manner.  Chapter 1 Cont. ­ Sponge Effect: Absorbing information about the world, the more capable you are of understanding its complexities. ­ Panning for Gold: Determining the worth of what they have read, other words understanding what they just read and what it means.   Primary Values of a Critical Thinker: ­ Autonomy: Our own right  ­ Curiosity: To take advantage of the panning­for­gold method of living your  life, you need to listen, read, really listen and read ­ Humility: Recognizing that even the smartest person in the world makes  many mistakes each week provides the ideal platform for engaging actively  with other people ­ Respect for good reasoning wherever you find it   Keep the conversation going ­ Critical Thinking is a social activity, so we must consider how other people  are likely to react to us when we ask them questions about their beliefs and  conclusions.  ­ As long as we are interacting with others who share the primary values of  critical thinking, our questions will be received as evidence that we are a  partner in the search for better answers to the questions we share.  When learning remember;  1. Try to clarify your understanding of what the other person intends by asking, “Did I hear you say?” 2. Ask the other person whether there is any evidence that would cause him to  change his mind. 3. Suggest a time­out in which each of you will try to find the very best evidence for the conclusion you hold. 4. Ask why the person thinks the evidence on which you are relying is so weak. 5. Try to come together. Seen what the person’s best reasons and put your best  reasons together you both can embrace some sort of conclusion. 6. Search for common values to determine where the disagreement first appeared in  your conversation.  7. Try to present a model of caring and calm curiosity. 8.  Make certain that your face and body suggest humility, rather than the demeanor  of a know­it­all.   Chapter 2: Speed Bumps Interfering with Your Critical Thinking  Speed Bumps; 1. They can overcome when you just slow down. 2. They are there whether you are aware of them or not. 3. Once you are aware of them, they still exist to interfere with your progress. o However; knowledge is the first step in defeating them.  The Discomfort of Asking the Right Questions. ­ Not everyone is comfortable in having his/her arguments being questioned. ­ Not many people are comfortable or haven’t been questioned about their  beliefs.  Thinking Too Quickly ­ Chp 1. Introduced us to fast thinking ­ Our brain has another capacity; SLOW THINKING ­ Slow thinking is the use of our brain to absorb and evaluate rationally what  others are saying.  ­ This system is used so we do not rely on system one that was presented in  Chapter 1.  ­ If we rely on system 1 we are scarifying accuracy and wisdom for speed. The  habit we want to form from asking ourselves, “WHY AM I THINKING  WHAT I AM THINKING?”  Stereotypes  1.  Men with facial hair are wise. 2. Overweight individuals are jolly. 3. Japanese are industrious. 4. Young people are frivolous. 5. Women make the best secretaries.  6. Welfare recipients are lazy. ­ If we allow these stereotypes to be real, we will not approach people and their ideas with the spirit of openness necessary for strong­sense critical thinking,  ­ In addition, we will have an immediate bias toward any issue or controversy  in which these people are involved.   Halo Effect  ­ Our tendency to recognize one positive or negative quality or trait of a  person, and then associate that quality or trait with everything about that  person. ­ The perceptions we have of people shape how we receive and evaluate their  arguments. If someone is skilled in one aspect of their life, we place a halo on her in our minds. 


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