WGU Critical Thinking -D265 100% Accurate!

WGU Critical Thinking -D265 100% Accurate! Critical thinking - ANSWER primarily the ability to think carefully about thinking and reasoning—to criticize your own reasoning. "Criticize" here is not meant in the sense of being mean or talking down or making fun of. Instead, it is used in the sense of, for example, how a coach might take a critical stance toward a players' skills—he throws high every time, she does not lead with her foot, they ride too forward in the saddle, etc. "Critical" here means something more like "reflective," "careful," or "attentive to potential errors." Being curious and thinking creatively: - ANSWER not believing things are simple and settled, being willing to go the next step and think about all of the possible positions and arguments before settling into a position. Separating the thinker from the position: - ANSWER being able to discuss a position without attacking or judging the person holding the position, without getting caught up in our own attachment to the position or its antithesis, and without having our identities wrapped up in a particular viewpoint or opinion. Knowing oneself enough to avoid biases and errors of thought: - ANSWER being aware of the flawed patterns of reasoning we are disposed to engage in, being aware of cognitive biases and mental heuristics (rough rules that work well enough to survive but don't work in many cases) that we're prone as a species to have, all in the interest of counteracting these biases and flaws. Having intellectual honesty, humility, and charity: very important: - ANSWER being honest about what we know and how we know it, what evidence we have and what questions are not yet settled; being humble in recognizing the vast number of things we don't yet know or understand and in recognizing how very difficult it is to truly know anything at all and so recognizing that the standards are high and we, most of the time, don't meet them (and that's okay); and being charitable or having the disposition to attribute the best intentions and most sophisticated positions and arguments that we can imagine to our opponents in arguments. Understanding arguments, reasons, and evidence: - ANSWER thinking carefully about thinking, about arguments and positions. Propositions - ANSWER statements that can be true or false. Non-propositions - ANSWER Sentences that are not statements about matters of fact (or fiction). They do not make a claim that can be true or false. Exhort - ANSWER to urge strongly, Example: Let's go to get dinner! Let's go hiking on Tuesday! Command - ANSWER give an authoritative order. Example: Go to the store later to buy me some cheese. Don't do that. Plead/Request - ANSWER ask for something from someone, often on the verge of begging. Example Would you please stop that? Please read me a bedtime story! Question - ANSWER something asked, a statement that requires an answer Example: What is the capital of Florida? How much do the pineapples cost? Perform - ANSWER carry out, accomplish, or fulfill (an action, task, or function) Example: I hereby adjourn this meeting. I pronounce you husband and wife! Simple propositions - ANSWER have no internal logical structure, meaning whether they are true or false does not depend on whether a part of them is true or false. They are simply true or false on their own. Complex propositions - ANSWER have internal logical structure, meaning they are composed of simple propositions. Whether they are true or false depends on whether their parts are true or false. Premise - ANSWER is a proposition lending credence to the conclusion. It is supposed to be a group of statements that, if you accept they are true, make the case that you rationally must (or, weaker, should) accept the conclusion. Bad inferential structure: - ANSWER Every argument with the same structure as this argument is bad (invalid or weak). The premises do not, in fact, demonstrate or maybe eve