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THiNK CRITICAL THINKING AND LOGIC SKILLS FOR EVERYDAY LIFE

FIFTH EDITION Judith A. Boss, PhD, MSc

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THINK: CRITICAL THINKING AND LOGIC SKILLS FOR EVERYDAY LIFE, FIFTH EDITION

Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10121. Copyright ©2021 by McGraw Hill LLC. All rights reserved. Printed in the United States of America. Previous editions ©2017, 2015, and 2012. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw Hill LLC, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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ISBN 978-1-260-80519-2 (bound edition) MHID 1-260-80519-0 (bound edition) ISBN 978-1-260-24081-8 (loose-leaf edition) MHID 1-260-24081-9 (loose-leaf edition)

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Library of Congress Cataloging-in-Publication Data

Names: Boss, Judith A., 1942- author. Title: Think : critical thinking and logic skills for everyday life /

Judith A. Boss. Description: Fifth edition. | New York, NY : McGraw-Hill Education, 2021. | Includes index. | Audience: Ages 18+ | Audience: Grades 10-12

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Identifiers: LCCN 2019049188 (print) | LCCN 2019049189 (ebook) | ISBN 9781260805192 | ISBN 9781260240818 (spiral bound) | ISBN 9781260805222 (ebook)

Subjects: LCSH: Critical thinking. | Logic. Classification: LCC B105.T54 B68 2021 (print) | LCC B105.T54 (ebook) |

DDC 153.4/3—dc23 LC record available at https://lccn.loc.gov/2019049188 LC ebook record available at https://lccn.loc.gov/2019049189

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw Hill LLC, and McGraw Hill LLC does not guarantee the accuracy of the information presented at these sites.

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Dedicated to Lauren M. Boss for her invaluable assistance in putting together this edition

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About the Author

Judith Boss holds a PhD in Social Ethics from Boston University, an MSc in Human Development from the University of Rhode Island, and a BA in Philosophy from the University of Western Australia. She has taught ethics and logics courses at both the University of Rhode Island and Roger Williams University, and worked as Assistant Director of Curriculum Affairs at Brown University School of Medicine. Judith has authored ten books, including three for McGraw Hill: Think: Critical Thinking and Logic Skills for Everyday Life, Analyzing Moral Issues, and Ethics for Life, as well as short stories, and numerous articles in academic journals.

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THiNK BRIEF CONTENTS

Critical Thinking: Why It’s Important

Reason and Emotion

Language and Communication

Knowledge, Evidence, and Errors In Thinking

Informal Fallacies

Recognizing, Analyzing, and Constructing Arguments

Inductive Arguments

Deductive Arguments

Ethics and Moral Decision-Making

Marketing and Advertising

Mass Media

Science

Law and Politics

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Table of Contents

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Preface

CRITICAL THINKING WHY IT’S IMPORTANT

WHAT IS CRITICAL THINKING? Critical Thinking in Everyday Life Cognitive Development in College Students

CHARACTERISTICS OF A GOOD CRITICAL THINKER Analytical Skills Effective Communication Research and Inquiry Skills Flexibility and Tolerance for Ambiguity Open-Minded Skepticism Creative Problem-Solving Attention, Mindfulness, and Curiosity Collaborative Learning

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CRITICAL THINKING AND SELF-DEVELOPMENT Living the Self-Examined Life Developing a Rational Life Plan Facing Challenges The Importance of Self-Esteem Critical Thinking in a Democracy

BARRIERS TO CRITICAL THINKING The Three-Tier Model of Thinking Resistance Types of Resistance Narrow-Mindedness Rationalization and Doublethink Cognitive and Social Dissonance Stress as a Barrier

CRITICAL THINKING ISSUE:Perspectives on Affirmative Action in College Admissions

Notes

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REASON AND EMOTION

WHAT IS REASON? Traditional Views of Reason Gender, Age, and Reason Dreams and Problem-Solving

THE ROLE OF EMOTION IN CRITICAL THINKING Cultural Attitudes Toward Emotion Emotional Intelligence and the Positive Effects of Emotion Negative Effects of Emotion Integrating Reason and Emotion

ARTIFICIAL INTELLIGENCE, REASON, AND EMOTION

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The Field of Artificial Intelligence Can Computers Think? Can Computers Feel Emotions?

FAITH AND REASON Fideism: Faith Transcends Reason Rationalism: Religious Beliefs and Reason Critical Rationalism: Faith and Reason Are Compatible Religion, Spirituality, and Real-Life Decisions

CRITICAL THINKING ISSUE Perspectives on Reason and Proofs for the Existence of God

Notes

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LANGUAGE AND COMMUNICATION

WHAT IS LANGUAGE? Functions of Language Nonverbal Language

DEFINITIONS Denotative and Connotative Meanings Stipulative Definitions Lexical Definitions Precising Definitions Persuasive Definitions

EVALUATING DEFINITIONS Five Criteria Verbal Disputes Based on Ambiguous Definitions

COMMUNICATION STYLES Individual Styles of Communication Sex and Racial Differences in Communication Style Cultural Differences in Communication Styles

THE USE OF LANGUAGE TO MANIPULATE Emotive Language Rhetorical Devices

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Deception and Lying

CRITICAL THINKING ISSUE: Perspectives on Free-Speech Zones on College Campuses

Notes

U.S. Coast Guard photo

KNOWLEDGE, EVIDENCE, and ERRORS IN THINKING

HUMAN KNOWLEDGE AND ITS LIMITATIONS Rationalism and Empiricism Structure of the Mind

EVALUATING EVIDENCE Direct Experience and False Memories The Unreliability of Hearsay and Anecdotal Evidence Experts and Credibility Evaluating Evidence for a Claim Research Resources

COGNITIVE AND PERCEPTUAL ERRORS IN THINKING Perceptual Errors Misperception of Random Data Memorable-Events Error Probability Errors Self-Serving Biases Self-Fulfilling Prophecy

SOCIAL ERRORS AND BIASES “One of Us/One of Them” Error Societal Expectations Group Pressure and Conformity Diffusion of Responsibility

CRITICAL THINKING ISSUE: Perspectives on Evaluating Evidence for the Existence of Unidentified Flying Objects (UFOs)

Notes

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INFORMAL FALLACIES

WHAT IS A FALLACY?

FALLACIES OF AMBIGUITY Equivocation Amphiboly Fallacy of Accent Fallacy of Division Fallacy of Composition

FALLACIES OF RELEVANCE Ad Hominem (Personal Attack) Appeal to Force (Scare Tactics) Appeal to Pity Popular Appeal Appeal to Ignorance Hasty Generalization Straw Man Red Herring

FALLACIES INVOLVING UNWARRANTED ASSUMPTIONS Begging the Question Inappropriate Appeal to Authority Loaded Question False Dilemma Questionable Cause Slippery Slope Naturalistic Fallacy

STRATEGIES FOR AVOIDING FALLACIES

CRITICAL THINKING ISSUE: Perspectives on Gun Control Notes

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RECOGNIZING, ANALYZING,and CONSTRUCTING ARGUMENTS

WHAT IS AN ISSUE? Identifying an Issue Asking the Right Questions

RECOGNIZING AN ARGUMENT Distinguishing Between Argumentation and Rhetoric Types of Arguments Propositions Premises and Conclusions Nonarguments: Explanations and Conditional Statements

BREAKING DOWN AND DIAGRAMMING ARGUMENTS Breaking Down an Argument into Propositions Identifying the Premise(s) and Conclusion in Complex Arguments Diagramming an Argument

EVALUATING ARGUMENTS Clarity: Is the Argument Clear and Unambiguous? Credibility: Are the Premises Supported by Evidence? Relevance: Are the Premises Relevant to the Conclusion? Completeness: Are There Any Unstated Premises and Conclusions? Soundness: Are the Premises True and Do They Support the Conclusion?

CONSTRUCTING AN ARGUMENT Steps for Constructing an Argument Using Arguments in Making Real-Life Decisions

CRITICAL THINKING ISSUE: Perspectives on Same-Sex Marriage Notes

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INDUCTIVE ARGUMENTS

WHAT IS AN INDUCTIVE ARGUMENT? The Use of Inductive Reasoning in Everyday Life

GENERALIZATION Using Polls, Surveys, and Sampling to Make Generalizations Applying Generalizations to Particular Cases Evaluating Inductive Arguments Using Generalization

ANALOGIES Uses of Analogies Arguments Based on Analogies Analogies as Tools for Refuting Arguments Evaluating Inductive Arguments Based on Analogies

CAUSAL ARGUMENTS Causal Relationships Correlations Establishing Causal Relationships Causal Arguments in Public Policy and Everyday Decision-Making Evaluating Causal Arguments

CRITICAL THINKING ISSUE: Perspectives on the Legalization of Recreational Marijuana

Notes

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DEDUCTIVE ARGUMENTS

WHAT IS A DEDUCTIVE ARGUMENT? Deductive Reasoning and Syllogisms Valid and Invalid Arguments Sound and Unsound Arguments

TYPES OF DEDUCTIVE ARGUMENTS Arguments by Elimination Arguments Based on Mathematics Arguments from Definition

HYPOTHETICAL SYLLOGISMS Modus Ponens Modus Tollens Chain Arguments Evaluating Hypothetical Syllogisms for Validity

CATEGORICAL SYLLOGISMS Standard-Form Categorical Syllogisms Quantity and Quality Diagramming Propositions with Venn Diagrams Using Venn Diagrams to Evaluate Categorical Syllogisms

TRANSLATING ORDINARY ARGUMENTS INTO STANDARD FORM Rewriting Everyday Propositions in Standard Form Identifying the Three Terms in the Argument Putting the Argument into Standard Form

CRITICAL THINKING ISSUE: Perspectives on the Death Penalty Notes

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ETHICS and MORAL DECISION-MAKING

WHAT IS MORAL REASONING? Moral Values and Happiness Conscience and Moral Sentiments

THE DEVELOPMENT OF MORAL REASONING Lawrence Kohlberg’s Stage Theory of Moral Development Carol Gilligan on Moral Reasoning in Women The Development of Moral Reasoning in College Students

MORAL THEORIES: MORALITY IS RELATIVE Ethical Subjectivism Cultural Relativism

MORAL THEORIES: MORALITY IS UNIVERSAL Utilitarianism (Consequence-Based Ethics) Deontology (Duty-Based Ethics) Rights-Based Ethics Virtue Ethics

MORAL ARGUMENTS Recognizing Moral Arguments Constructing Moral Arguments Evaluating Moral Arguments Resolving Moral Dilemmas

CRITICAL THINKING ISSUE: Perspectives on Abortion Notes

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MARKETING AND ADVERTISING

MARKETING IN A CONSUMER CULTURE Marketing Research Avoiding Confirmation Bias and Other Errors in Thinking

MARKETING STRATEGIES The SWOT Model Consumer Awareness of Marketing Strategies

ADVERTISING AND THE MEDIA The Role of Advertising in the Media Product Placement Television Advertising and Children

EVALUATING ADVERTISEMENTS Common Fallacies in Advertisements Rhetorical Devices and Misleading Language Faulty and Weak Arguments A Critique of Advertising

CRITICAL THINKING ISSUE: Perspectives on Advertising and Marketing Junk Food Notes

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MASS MEDIA

MASS MEDIA IN THE UNITED STATES The Rise of Mass Media The Media Today

THE NEWS MEDIA Sensationalism and the News as Entertainment Depth of News Analysis Bias in the News

SCIENCE REPORTING Misrepresentation of Scientific Findings Government Influence and Bias Evaluating Scientific Reports

THE INTERNET Impact of the Internet on Daily Life Social Networking The Internet as “The Great Equalizer” Misuse of the Internet: Pornography and Plagiarism

MEDIA LITERACY: A CRITICAL-THINKING APPROACH Experiencing the Media Interpreting Media Messages Analyzing Media Messages

CRITICAL THINKING ISSUE: Internet Plagiarism Among College Students Notes

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SCIENCE

WHAT IS SCIENCE? The Scientific Revolution Assumptions Underlying Science Limitations of Science Science and Religion

THE SCIENTIFIC METHOD 1. Identify the Problem 2. Develop an Initial Hypothesis 3. Gather Additional Information and Refine the Hypothesis 4. Test the Hypothesis 5. Evaluate the Hypothesis on the Basis of Testing or Experimental Results

EVALUATING SCIENTIFIC HYPOTHESES Relevance to the Problem Under Study Consistency with Well-Established Theories Simplicity Testability and Falsifiability Predictive Power Distinguishing between Scientific and Pseudoscientific Hypotheses

RESEARCH METHODOLOGY AND SCIENTIFIC EXPERIMENTS Research Methodology and Design Field Experiments Controlled Experiments Single-Group (Pretest–Posttest) Experiments Evaluating an Experimental Design Interpreting Experimental Results Ethical Concerns in Scientific Experimentation

THOMAS KUHN AND SCIENTIFIC PARADIGMS Normal Science and Paradigms Scientific Revolutions and Paradigm Shifts

CRITICAL THINKING ISSUE: Evolution versus Intelligent Design Notes

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LAW AND POLITICS

THE SOCIAL CONTRACT THEORY OF GOVERNMENT The State of Nature Social Contract Theory International Law

THE DEVELOPMENT OF DEMOCRACY IN THE UNITED STATES Representative Democracy: A Safeguard against the Tyranny of the Majority Liberal Democracy: Protection of Individual Rights Political Campaigns and Elections Voting: A Right or a Duty?

THE EXECUTIVE BRANCH OF GOVERNMENT The Role of the Executive Branch Executive Orders and National Security Checks on Executive Power

THE LEGISLATIVE BRANCH OF GOVERNMENT The Role of the Legislative Branch Citizens and Legislation Unjust Laws and Civil Disobedience

THE JUDICIAL BRANCH OF GOVERNMENT The Role of the Judicial Branch

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Rules of Evidence Legal Reasoning and the Doctrine of Legal Precedent Jury Duty

CRITICAL THINKING ISSUE: Perspectives on the Use of Drones for Surveillance Notes GLOSSARY INDEX

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Features

THINK TANK Self-Evaluation Questionnaire 6 Selected Questions from an Emotional IQ Test 48 Self-Evaluation Questionnaire [Communication Style] 86 Self-Evaluation Questionnaire 109 Self-Evaluation Questionnaire: Moral Reasoning 294

ANALYZING IMAGES Creative Problem-Solving in Response to Natural Disasters 11 Student Protestor in Front of Tanks at Tiananmen Square, China 19 “Only a Human Can . . .” 51 Abraham Making Preparations to Sacrifice His Son Isaac at God’s Command 57 Animal Language 75 Nonverbal Communication and Withholding Information 76 International Diplomacy and Nonverbal Communication 88 The St. Louis Arch 120 Inkblots 121 Asch Experiment 132 Darwin’s Descent from the Apes 152 “You’ve Come a Long Way, Baby” 155 Scene From Star Wars Episode II 166 Rhetorical Standoff 185 The Debate over Marijuana 191 Hispanic Housekeeper 198 The Blind Men and the Elephant 229 Violent Video Games and the Sandy Hook School Massacre 240 The Brain and Moral Reasoning: The Case of Phineas P. Gage 290 The Effect of Community Service on Moral Development 298 A Ku Klux Klan Lynching, Indiana, 1930 302 Football Players 309 Product Placement in the Media 338 Ad for a Toyota Hybrid 342 Ad for Sabai Wine Spritzer 344 Stereotypes and Racism in the News Media 362 The “Canals” of Mars 389 Darwin’s Drawings of Galapagos Island Finch Beaks 394 Science versus Pseudoscience 400 Jane Goodall’s Research on Chimpanzees 403 Japanese American Internment Camps and Executive Order 9066 433

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The Salem Witch Trials 444

HIGHLIGHTS Cognitive Development in College Students 7 Characteristics of a Skilled Critical Thinker 13 My Life Plan 15 Types of Resistance and Narrow-Mindedness 26 Types of Definitions 81 Five Criteria for Evaluating Definitions 83 Communication Styles 87 Social Errors and Biases 133 Fallacies of Ambiguity 148 Fallacies of Relevance 158 Fallacies Involving Unwarranted Assumptions 167 How to Break Down an Argument 189 Symbols Used in Diagramming Arguments 194 Guidelines for Evaluating an Argument 199 Steps for Constructing an Argument 205 Questions to Ask In Determining if a Poll or Survey Is Reliable 227 Evaluating Arguments That are Based on Generalization 230 Evaluating Arguments Based on an Analogy 236 Evaluating Causal Arguments 243 Deductive Arguments 258 Valid Forms of Hypothetical Syllogisms 268 Guidelines for Translating Arguments Into Standard Categorical Form 275 Stages in the Development of Moral Reasoning 295 Utilitarian Calculus: Seven Factors to Take Into Consideration In Determining The Most Moral Action or Decision 305 Seven Prima Facie Duties 306 Future-Looking Duties 306 Duties Based on Past Obligations 306 Ongoing Duties 306 Universal Moral Theories 308 Steps for Resolving a Moral Dilemma 313 Questions to Consider in Evaluating Advertisements 343 Evaluating Scientific Reports in the Media 368 Points to Consider When Posting a Message On a Social Network Site 371 Analyzing Media Messages 375 Assumptions of Science: 388 The Scientific Method 395 Criteria for Evaluating A Scientific Hypothesis 401 Criteria for a Well-Designed Experiment 407 Thoreau’s Four Criteria for Civil Disobedience 440 Legal Precedents 445

CRITICAL THINKING IN ACTION

Your Brain on Video Games 44 The “Mozart Effect” 52 Say What? 80 What Those “Code Words” in Personal Ads Really Mean 92 Memorization Strategies 112 Food for Thought: Perception and Supersized Food Portions 123 Irrational Beliefs and Depression 127 The Perils of Verbal Attacks in Personal Relationships 150 Writing a Paper Based on Logical Argumentation 203 The Dangers of Jumping to a Conclusion 204 It’s Quitting Time—Students and Smoking 242 Put It on My Tab: Paying College Tuition by Credit Card—A Wise Move? 263 The Golden Rule—Reciprocity as the Basis of Morality in World Religions 307 Over Your Shoulder: Monitoring Employees’ Internet Use 372 Science and Prayer 406 How to Read a Scientific Paper 409

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THINKING OUTSIDE THE BOX Elizabeth Cady Stanton 17 Stephen Hawking 25 Captain Chesley “Sully” Sullenberger 29 Temple Grandin 43 Rosa Parks 49 Albert Schweitzer 59 Sally Ride 73 Rachel Carson 115 Judith Sheindlin 164 Abraham Lincoln 182

George Gallup 226 Bo Dietl 260 Gloria Steinem 296 Mohandas Gandhi 297 Jørgen Vig Knudstorp 333 Edward R. Murrow 364 Albert Einstein 398 Rosa Parks 439

CRITICAL-THINKING ISSUES Perspectives on Affirmative Action in College Admissions 32

Wrong Take on Admissions: Affirmative Action and Higher Education: Before and After the Supreme Court Rulings on the Michigan Cases, Nancy Cantor 33

Achieving Diversity on Campus: U.S. Supreme Court, Justice Sandra Day O’connor 34 Perspectives on Reason and Proofs for the Existence of God 62

The Existence of God, Thomas Aquinas 63

In Defense of Unbelief: Are There “Fundamentalist Atheists”? Paul Kurtz 64 Perspectives on Free-Speech Zones on College Campuses 99

Feigning Free Speech on Campus, Greg Lukianoff, Foundation for Individual Rights in Education 100

Reasonable Limits Are Good, Robert J. Scott 101 Perspectives on Evaluating Evidence for the Existence of Unidentified Flying Objects (UFOs) 136

Project Blue Book: Analysis of Reports of Unidentified Aerial Objects, United States Air Force 137

Physical Evidence and Unidentified Flying Objects, Royston Paynter 138 Perspectives on Gun Control 172

Stop Worrying About Guns in the Classroom. They’re Already Here. The Chronicle of Higher Education, By Erik Gilbert 173

Testimony by Mark Kelly, Senate Judiciary Committee Hearing on Gun Violence on January 30, 2013 174

Perspectives on Same-Sex Marriage 208

Obergefell v. Hodges (2015), Justice Anthony Kennedy, Majority Opinion 209

Obergefell v. Hodges (2015), Chief Justice John G. Roberts, Dissenting Position 211 Perspectives on the Legalization of Recreational Marijuana 246

Keep Marijuana Illegal, Karen P. Tandy 247

Should Marijuana Be Legalized under Any Circumstances? Karen P. Tandy 248 Perspectives on the Death Penalty 278

Eye for an Eye: The Case for Revenge, Thane Rosenbaum 279

There Is Blood, a Lot of Blood, Very Red Blood, Justin E. H. Smith 280

Perspectives on Abortion 317

A Defense of Abortion, Roe v. Wade (1973) 318

The Rights of the Unborn, Father Clifford Stevens 319 Perspectives on Advertising and Marketing Junk Food 348

Eye-Catching Ads Promote Junk Food to Kids, CBS News 349

Poll: Obesity’s a Crisis but We Want Our Junk Food, Jennifer C. Kerr & Jennifer Agiesta 350 Internet Plagiarism among College Students 377

Academic Integrity and Student Plagiarism: A Question of Education, Not Ethics, Susan D. Blum 378

Four Reasons to Be Happy about Internet Plagiarism, Russell Hunt 379 Evolution versus Intelligent Design 413

Irreducible Complexity: Obstacle to Darwinian Evolution, Michael Behe 414

The Failure of “Intelligent Design,” By Kenneth Miller 416 Perspectives on the Use of Drones for Surveillance 448

The Case for Drones, By Colin Wood 449

5 Reasons Why U.S. Is Not Ready for Domestic Drone Use, By Lucas Eaves 450

Preface

Studies have found that many, if not most, Americans will uncritically follow the orders of an authority figure. Social psychologist Stanley Milgram writes that “ordinary people, simply doing their jobs and without any particular hostility on their parts, can become agents in a terrible destructive process. . . . Relatively few people have the resources needed to resist authority.” One of these resources is good critical thinking skills.

Objective

THiNK is a multicultural and interdisciplinary introductory critical thinking ethics textbook that offers core content and pedagogy in a succinct magazine format that provides students with the skills necessary to make and commit to decisions in their lives based on reason and logic. THiNK also offers students extensive opportunity for application and practice, and to develop and apply their critical-thinking skills.

The Thirteen Chapters

Each chapter in THiNK addresses a different topic related to critical thinking beginning with the basic critical-thinking skills, which are covered in Chapters 1 to 6. Chapters 7 and 8 address the use of these critical-thinking skills in analyzing inductive and deductive arguments. Chapters 9 to 13 are optional. Each of these chapters involves applying the critical skills studied in Chapters 1 to 8 to a different contemporary issue. Following is a summary of each of the thirteen chapters.

Chapter 1, Critical Thinking: Why It’s Important: Chapter 1 provides a definition of critical thinking along with a discussion of the characteristics of a good critical thinker. It then moves on to relate the importance of good critical-thinking skills to both our self- development and our public lives.

Chapter 2, Reason and Emotion: The role of emotion in making good decisions is often ignored in traditional critical thinking and logic books. Chapter 2 looks at the roles of both reason and emotion in critical thinking and how they can work together to help us make better decisions. Finally, it examines and relationship between faith and reason.

Chapter 3, Language and Communication: This chapter begins by defining language— both verbal and nonverbal. It then covers the different types of definitions of words and how to evaluate the definitions. Chapter 3 addresses how culture and gender influences different communication styles. It also discusses ways in which language can be used to manipulate us.

Chapter 4, Knowledge, Evidence, and Errors in Thinking: Human thinking has certain limitations which can contribute to errors in our reasoning. In Chapter 4 students learn how to evaluate evidence as well as learn how to recognize the different cognitive, perceptual, and social errors and biases that may occur in thinking.

Chapter 5, Informal Fallacies: Many people fall for faulty reasoning because they fail to recognize the use of fallacies in an argument. Chapter 5 covers three categories of common logical fallacies, including fallacies of ambiguity, fallacies of relevance, and

fallacies involving unwarranted assumptions. The chapter closes with a discussion of strategies for avoiding these fallacies.

Chapter 6, Recognizing, Analyzing, and Constructing Arguments: Chapter 6 is one of the key chapters in this textbook. In this chapter students learn how to recognize an argument as well as how to break down an argument into its premises and conclusion. They then learn how to diagram an argument so it can be evaluated. The chapter ends by providing steps for constructing a logical argument.

Chapter 7, Inductive Arguments: Inductive arguments are the most common type of arguments used in everyday life. In Chapter 7, students learn how to recognize, evaluative, and construct three types of inductive arguments: generalizations, analogies, and causal arguments. They will also examine the role of inductive arguments in public policy and everyday decision-making.

Chapter 8, Deductive Arguments: Deductive arguments are less common in everyday life. Consequently, Chapter 8 can be omitted if there are time constraints. This chapter addresses three different types of deductive arguments: arguments by elimination, arguments based on mathematics, and arguments from definition. Students also learn how to diagram and evaluate hypothetical and categorical syllogisms.

Chapter 9, Ethics and Moral Decision-Making: Chapter 9 begins with a study of the stages of moral reasoning, especially as it relates to college students. After a discussion of the different moral theories, students learn how to recognize and evaluate moral arguments. Finally, this chapter provides strategies for resolving moral conflicts.

Chapter 10, Marketing and Advertising: Chapter 10 discusses marketing strategies using the SWOT Model. It also offers students an opportunity to apply critical-thinking skills learned in previous chapters, such as avoiding confirmation bias, recognizing rhetorical devices, and recognizing fallacies. This chapter is particularly relevant for students who are studying business, marketing, and/or communication.

Chapter 11, Mass Media: After offering an overview of the rise of mass media in the United States, Chapter 11 examines the strengths and biases of the news media and science reporting. From here it looks at the impact of the Internet on our lives, including the misuse of the Internet. Lastly, it offers a critical-thinking approach to media literary, including how to interpret and analyze media messages.

Chapter 12, Science: Chapter 12 opens with an examination of the assumptions underlying science. The five steps of the scientific method are covered next, followed by a section on how to evaluate scientific hypotheses. The chapter also includes coverage of the different types of research methodology and experiments. The chapter ends with a discussion of scientific revolutions and paradigm shifts.

Chapter 13, Law and Politics: After introducing the social contract theory of government, Chapter 13 looks at the development of democracy in the United States, including political campaigning and voting. Each of the three branches of government is then covered in more detail along with issues such as checks on executive power, unjust laws, and civil disobedience.

Stop and Assess Yourself

The major sections in each chapter are followed by a series of exercises which encourage students to apply their critical-thinking skills to specific questions or issues.

The Critical-Thinking Issues

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The short critical-thinking reading selections at the end of each chapter address a different contemporary issue, such as Affirmative Action, Proof for the Existence of God, Free Speech Zones, Gun Control, Abortion, and Internet Plagiarism. These reading selections are optional and may be used for classroom discussion, essay topics, or group presentations. Each reading has review questions to help focus the students’ reading, while each set of readings on a topic is followed by a series of “Think and Discuss” question on the topic itself.

Features

THiNK has several innovative features that allow students to apply their critical-thinking skills. Think Tank contains self-evaluation questionnaires, including emotional IQ, communication style, and stage of moral reasoning. These questionnaires are designed to help students assess where they are in their thinking as well as point out some of their shortcomings, thereby encouraging them to move beyond their current levels of thinking.

Because we are constantly bombarded with images, especially through the media, each chapter contains several Analyzing Images boxes which include summaries of each image and discussion questions.

The Highlights boxes provide summaries of the major points in each chapter. The Critical Thinking in Action boxes give students an opportunity to apply their critical-

thinking skills to scenarios they might encounter in their everyday lives, including verbal attacks in personal relationships, paying for college with credit cards, and perception of supersized food portions.

Finally, the Thinking Outside the Box features introduce students to role models who have exhibited exemplary critical-thinking skills, including Captain “Sully” Sullenberger, Sally Ride, Abraham Lincoln, Mohandas Gandhi, and Rosa Parks.

The fifth edition of THiNK is now available online with Connect, McGraw-Hill Education’s integrated assign ment and assessment platform. Connect also offers SmartBook® 2.0 for the new edition, which is an adaptive reading experience proven to improve grades and help students study more effectively. All of the title’s website and ancillary content is also available through Connect, including:

A full Test Bank of multiple choice questions that test students on central concepts and ideas in each chapter. An Instructor’s Manual for each chapter with full chapter outlines, sample test questions, and discussion topics. Lecture Slides for instructor use in class.

Acknowledgments

I would like to thank all of the reviewers who took the time to review the text. I am grateful for their thoughtful suggestions that helped further strengthen the fifth edition. Finally, I’d like to thank my intern and assistant, Lauren Margaret Boss, for her enthusiasm and dedication to this project, and for her invaluable input and assistance in compiling this edition of THiNK.

Judith A. Boss