Critical Thinking #4

 Picking up where we left off---by the way, happy holidays whatever your preference and happy new year---the next section (Module 4) of the course focuses on Language.

Martin Heidegger, one of the 20th century's philosophical giants, in his early Being and Time, called language the "house of being." It's heady and complex, but here is where he claims to find the uniqueness of humans. Not ignoring communication methods among other species,  Graeber and Wengrow (The Dawn of Everything) marvel at the similarities of verbal communication across the global development of hominid species. Language is how we find and give meaning to the world around us through denotation (specific and literal) and connotation (meaning and context) usage.

Language falls into two primary categories, form and intent. The former is the structure (subject, verb, adjective, etc.) and the latter is the implied meaning behind the vocabulary used. Careless use of words can lead to confusion through what is known as vagueness and ambiguity. Examples would be "It is a pleasant day," whatever that means, and "I ran after the robber wearing my pajamas," unsure which of us is wearing a pair of my pajamas.

After we have spent time building the broad understanding, we turn our attention to descriptive features and uses of the language that shapes our world. When we can master and recognize these, we are better prepared to recognize how others use language and avoid being manipulated by their deliberate misuse, unintentional or malicious. Those features include:

Tone: the attitude or atmosphere embedded in the words.

Emotive use: language that produces emotional reactions.

Euphemism: words that soften the impact of the situation (pink slip for being fired).

Dysphemism: words that harden and inflame (terrorist for freedom fighter).

Innuendo: indirect accusation without evidence.

Loaded question: have you stopped beating your wife yet?

Weasel words: mercurial and indefinite (might help you lose weight).

Proof surrogate: implied evidence without providing it (we all know she enabled his activity).

Listen to what politicians say and claim. Listen to the wording of the commercial and read the disclaimers. Learn to discern what is said from what is not said. We all use the same words, patriots and autocrats, but what is believable, truthful, constructive, freeing?

I ask my classes to do a little research to illustrate how we use words depending on the situation and context. Just four words to make them think: argument, theory, critical, and freedom. The Greeks actually had four different words for "love" in an effort to reduce confusion. Would that we were as careful.

Critical Thinking #3

 Having begun with a definition of critical thinking  to focus our attention and to which we can return periodically to remind ourselves of our goal, we stopped to reflect on the ethical perspective out of which we respectively work.  The definition is simply a statement; the ethical principles are personal choices and a recognition of the values that guide our living. Now the work starts getting harder and will separate serious seekers from conventional thinkers.

Scholars Linda Elder and Richard Paul have provided eight essential intellectual traits to challenge our efforts. Each could take volumes to discuss, but I will only list them briefly.

1. Intellectual Humility: being conscious of one's knowledge and native egocentrism

2. Intellectual Courage: the need to face beliefs for which we have strong, negative emotions

3. Intellectual Empathy: the need to imaginatively put oneself in the place of others to understand them

4. Intellectual Autonomy: learning to think for oneself and control one's thought process

5. Intellectual Integrity: being true to one's own thinking and being consistent with one's standards

6. Intellectual Perseverance: use insights and truths despite difficulties and irrational opposition

7. Confidence in Reason: human interests are best served by reason and enabling others to think rationally

8.Fairmindedness: treat all viewpoints alike without reference to one's own advantage

The next step is to confront, as honestly as possible, our personal obstacles to critical thinking. The first named obstacle is bias. Bias is the preference for or inclination against something based on your opinions and not evidence. We all have viewpoints; that's normal. The problem comes when there is no good reason and we are oblivious to the consequences. The trap is confirmation bias. Prejudice, a preconceived opinion against someone or something, is a similar obstacle that, unchecked, takes us down the road to destructive discrimination and persecution.

Enculturation is the process of learning the habits of a culture. When that view becomes too narrow and becomes a sense of superiority, the third obstacle of ethnocentrism raises its ugly head. A generalization, the fourth obstacle, a broad statement about a group, can be helpful when true, but when distorted or blatantly false, destroys relationships and prevents communication. The last obstacle to personal critical thinking addressed is stereotyping. A stereotype makes a judgment about a person or group that may not be true. When that judgment  is not true, it limits our understanding of each other.

Ignorance uncorrected becomes fear, which not relieved becomes prejudice. This becomes discrimination, and unchecked, results in persecution. This pattern is too familiar!

The intellectual honesty required to face our personal obstacles can be painful, but the results of enhanced integrity is well worth the effort for ourselves and others.

Critical Thinking #2

 After beginning with a definition of critical thinking, just to be sure we are on the same page, I like to follow up with a discussion of ethics. I believe we all think and live out of an ethical perspective or frame of reference, whether we name it or not. For most of us those values are subconscious, having been shaped by life's experiences or what Aristotle would call "accidents." These include the circumstances of our birth (ethnicity, geography, time, etc.). Compound that with experiences and institutions we have been part of, and voila! we live our daily lives assuming our set of rights and wrongs.

At this stage I attempt to help students "name" their values and wrestle with the consequences thereof. I share a long list, by no means exhaustive, of historically developed, identified, and debated ethical systems. I strive to be inclusive and introduce broad, culturally representative systems. To be honest, the labels will be recognized by their western names, but by any other name, ethics are universal. As a matter of fact, I preface the section with Huston Smith's seven values that all religions around the world hold in common: do not lie, do not steal, do not murder, do not break the sexual mores of your culture, be charitable, practice veracity, and be humble.

The list of systems includes: Utilitarianism, Libertarian, Revelation, Golden Rule, Hedonism, Corporate Recognition, Categorical Imperative, Intuition, Means to Ends, Proportionality Principle, Might Equals Right, etc. I strive diligently to remain neutral and enable them to engage in honest, objective introspection. After years of study and teaching, I am convinced that ethical values fall into one of two camps. MLK Jr. summed it up perfectly. At some point, a person must choose between constructive altruism and destructive selfishness. All of history's Wisdom Teachers have given us the guidance for living with one another. Kierkegaard challenged us with the claim that EVERY decision is a moral decision.

How will you live the one precious gift of life you have been given?

Critical Thinking

 It has been my pleasure and responsibility for a few years now to teach a course in critical thinking at the local community college. The challenge has been daunting and rewarding. Of course, we all know the old joke. The seriousness of its implications has never been more obvious than now in our current political climate. But this blog is not about politics. During the next few days/weeks, I thought I would share with you what and how I present this subject to my students. They pay to attend class. I get paid to conduct the class. You get it free. So be careful; you might get your money's worth.

I begin the semester by defining critical thinking. There are several definitions from which to choose. This is the one I have chosen for now. Without a solid foundation and a common understanding from which to begin, the structure and direction will be faulty, accomplishing little.

Critical thinking involves several characteristics. The first I begin with is INQUIRY. A critical thinker asks probing questions. S/he will analyze assumptions, processes, and decisions that led to particular decisions. This process encourages deeper understanding and seeks relevant information. This thinking strives to maintain an open mind and looks at things from different perspectives.

Critical thinking has APPLICATION in every aspect of life, personal, political, and professional. The process includes location of relevant material, evaluation of the credibility of that material and its source, drawing rational and defensible conclusions, and reflection on those results.

REFLECTION is the capacity to answer questions and think rationally. "Is it reasonable?" Critical thinking is thinking about your thinking. It is considering other points of view and respecting different opinions.

But critical thinking does not stop here. One must be able to COMMUNICATE in writing and orally. It requires a sense of audience and be driven by a strong sense of purpose. This demands clarity, relevance, accuracy, and fairness. The process helps others join the conversation with deeper understanding. It promotes civil discourse.

Critical thinking is LOGICAL. It recognizes contradictions and circular reasoning; it uses deductive and inductive logic and, using credible information, arrives at valid conclusions. Critical thinking is systematic thinking, generating predictable theories, and testing their validity.

Critical thinkers are CREATIVE. They seek solutions and apply those solutions to other problems. Critical thinking uses imagination and flexibility. It moves from simple to complex using association, connotation, metaphor, and elaboration.

The personal affective benefit is that you learn to accept the opinions of others, not to reach agreement, but to learn from each other. Good critical thinking demands intellectual generosity, honesty, humility, courage, curiosity, and fairness......but that's the subject of another blog.

 

Unity

            Since January 6, 2021 we have heard a lot of public and political advocacy for unity in our nation. Given the polarization and acrimony during the last four years, unity initially sounds like an admirable goal. The calls have come from both sides of the aisle. Regardless of which source, it seems appropriate to pause and try to understand what assumptions are behind the calls, what motivations drive the calls, what goals are desired by the calls.

            By definition, unity is the state of being united or joined as a whole. Synonyms include union, coalition, confederation, the state of forming harmony. It is forming wholeness and integrity. According to Aristotle in his Poetics, unity requires three principles: unity of time (a day or a country’s future), unity of place (one country’s place in the world community), and unity of action (that country’s vision and deeds toward that goal).

            My thoughts are prompted by public calls mostly from Congressional Republicans and supporters of the ex-president after the failed coup and insurrection. Even in the immediate aftermath of the desecration of our hallowed Capitol, those seditious officials rose to continue their ignorant and groundless demands for the reversal of our November election results.

            However, despite their actions, I try to understand exactly what it is that they mean by unity.      I don’t pretend to comprehend all that they propose/demand, but given their words and deeds of only the last four years, I offer this critique.

            Unity is not conformity of words, thoughts, or proposed policies. Our political system has assumed and promoted diversity of opinions and philosophies. A healthy government requires loyal and robust opposition. Any politician’s call for unity cloaked in double-speak demands for conformity to their perspective must be rejected. Facts do not conform to opinions. Truth does not conform to lies. Light does not conform to darkness. Good does not conform to evil.

            Unity is cooperation. Cooperation begins with the process of listening and the recognition/acknowledgement that no one person is the repository of ultimate truth. Cooperation is grounded in humility open to the voice of the Other. Cooperation seeks the best that each brings to the table in the search for what is best for the greatest number.

            Unity is collaboration. Collaboration is the action of working with others to produce or create something. It is problem solving. It is striving to form a more perfect union. It is the recognition that we have not, and will never, reached perfection, but it is the pure desire to strive with unselfish devotion.

            Unity is commitment. Commitment is the state of being dedicated to a cause. It is an obligation driven by the responsibility of freedom, rejecting the lawlessness of license. Commitment: with others, unselfish, acknowledging consequences, seeking union.

            Unity demands accountability. Accountability demands repentance. Only after repentance can there be forgiveness. THEN the way is open for unity.

January 6, 2021

 

            I have not texted or written or spoken about January 6 until now, wanting/needing my anger to  come to some purpose and my perspective to clarify.  Rage without purpose or goal benefits no one, especially me. But as someone (Aristotle?) said, anger can be righteous and beneficial by knowing when to be angry, at whom to be angry, how to be angry, what to be angry at, and why to be angry. Uncontrolled anger lowers one to the demonic level of the morons attempting to destroy all that is good and sacred.

            I waited to be sure the facts—empirically verified and independently sourced—were correct before making accusations and furthering rumors. We know January 6 was planned and was enabled by real fake news, lies, ignorance, conspiracy theories, and malicious intent. The blame rests with this administration and its every supporter.

            I am angry at:

Ø  The 45^th president of the US. He is despicable, a pathological liar, a narcissistic idiot, intellectually inadequate, mentally unbalanced, morally vacuous, a bigot, a xenophobic hypocrite, evil incarnate. He is violent, a bully, corrupt, and a coward.

Ø  McConnell, Graham, Hawley, Cruz, Rubio, Burr, Tillis and all other Senate supporters; McCarthy, Scalise, Gohmert, Cawthorn and all other House helpers; Kemp, Santis, Ducey, Noem and all other governor goons; Paula White, Paige Patterson, F. Graham, Mohler, Jeffress and all other evangelical enablers.

Ø  Every hate group, white supremist group, antisemitic group, anti-LBGTQAI group.

Ø  Every minion and lemming who, for five years and longer, applauded, accepted, encouraged, voted for, and agreed with everything he said and did, standing by and doing nothing.

January 6 was different and if you did not see that, you are morally blind and complicit. #45 instigated, promoted, and encouraged sedition, treason, violence, rebellion.

            I am tired of all the too little, too late pious platitudes, “thoughts and prayers,” and contrite hand wringing.

            I am angry enough to:

Ø  Work hard at my precinct level.

Ø  March.

Ø  Speak out to friends, family, and strangers to correct lies and confront hate.

Ø  Give to causes that promote love, compassion, and relieve suffering.

Ø  Get in “good trouble” by standing up, speaking up, speaking out.

Ø  Vote!

As Lee Iacocca said years ago: “Lead, follow, or get out of the way!” As the old hymn says: “Truth is marching on!”

 Serving Two Masters

From the tradition in which I was raised, the Gospel of Luke 16:13 says I cannot serve two masters simultaneously. I can either serve mammon (man, money, earthly powers, personal ambition, worldly opinion, etc.) and reject God, or I can serve the Lord (surrender to the kingdom of God in Jesus' words) and reject mammon. I have often thought about this admonition and especially during the current political climate in this country.

As of today (November 18) 250,000+ individuals have died from the Coronavirus and the current leadership of the nation plus a substantial part of the population call it a hoax and refuse to cooperate in wearing masks, washing hands, and socially distancing. They scream about "freedom" and demand businesses and schools be open. They demand that monetary considerations be placed above human safety and life. They choose Mammon before life (compassion, mercy, and justice). I am NOT advocating one or the other. We do not have to choose between them. BUT it is a matter of priorities. A people or nation that puts economic considerations before human need has lost its moral footing and direction.

It is not an impossible sacrifice to put the welfare of others before personal, selfish, self-centered behavior. As Joshua said to the Hebrew people on that hillside thousands of years ago: "Choose you this day whom you will serve." Our lives and country depend on it.