How often should someone resist biases when looking for information about a particular issue?

  

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.The assignment is divided into two (2) parts. In Part I of the assignment (due Week 2), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.Note: In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas.Part I -Prewriting: Follow the instructions below for this prewriting activity. Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling. 1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue. 2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position. 3.For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:What’s interesting or helpful about this view?What would I notice if I believed this view?In what sense or under what conditions might this idea be true?”The paper should follow guidelines for clear and organized writing:Include an introductory paragraph and concluding paragraph.Address main ideas in body paragraphs with a topic sentence and supporting sentences.Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.The specific course learning outcomes associated with this assignment are:Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.Create written work utilizing the concepts of critical thinking.Use technology and information resources to research issues in critical thinking skills and informal logic.

Introduction:

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Critical thinking involves assessing information and arguments objectively, putting aside personal biases and beliefs. The believing game is an exercise that encourages individuals to consider opposing viewpoints free from their own preconceptions. This assignment requires students to engage in this thought process and apply it to an issue of their choice.

Description:

The assignment is divided into two parts, with the first being prewriting. Students are required to select a topic from the Procon.org website and state their position on that issue. They need to identify three premises from the opposing side and examine them through the believing game. Students will have to answer questions like what is interesting or helpful about the opposing view and in what sense or under what conditions might this idea be true?

In the second part of this assignment, students will have to synthesize their ideas and present them in an essay that adheres to the rules of English grammar, punctuation, mechanics, and spelling. The essay should begin with an introduction and conclude with a summary of the main points discussed. Additionally, it should be structured around topic sentences and supporting sentences.

The assignment promotes critical thinking, enabling students to identify informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language. The use of technology and information resources is critical in researching the chosen issue and developing critical thinking skills. The completion of this assignment ensures students understand the importance of evaluating information objectively while putting aside personal biases.

Objectives:

– To engage students in critical thinking by learning to resist biases towards their own point of view
– To introduce the concept of the Believing Game and its role in critical thinking
– To improve students’ prewriting abilities by examining their own thoughts and considering the reasons for opposing views
– To develop research skills by gathering information from reputable sources

Learning Outcomes:

By the end of this assignment, students should be able to:

– Identify and resist biases towards their own point of view when researching an issue
– Explain the purpose of the Believing Game and how it can be used in critical thinking
– Analyze the reasons for opposing views on an issue and consider them thoughtfully
– Synthesize their ideas into a well-organized and clearly written essay
– Identify and analyze informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language
– Utilize technology and information resources to research issues related to critical thinking and informal logic
– Adhere to standard rules of English grammar, punctuation, mechanics, and spelling in their writing
– Use APA Style format for citations and references.

Solution 1:

One of the keys to effective critical thinking is being able to objectively consider viewpoints that might differ from your own. To practice this skill, students can play the “Believing Game,” where they try to fully understand opposing viewpoints on a given topic. In this assignment, students are asked to engage in the Believing Game by reading an excerpt on critical thinking processes and reviewing the Procon.org website to gather information on a particular issue, then engaging in prewriting to examine their thoughts. The goal of this activity is to help students develop the ability to identify biases, assumptions, and fallacies involved in manipulative appeals and abuses of language.

Solution 2:

When students are asked to engage in critical thinking, one of the most important skills they must develop is the ability to objectively evaluate opposing viewpoints on a given issue. In this assignment, students are asked to engage in the “Believing Game” by reviewing the Procon.org website and identifying three premises listed under the opposing viewpoint. For each of these premises, students are asked to consider what’s interesting or helpful about the opposing view, what they might notice if they believed the opposing view, and in what sense or under what conditions the opposing view might be true. By engaging in this prewriting activity, students can develop their ability to think critically and identify informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

Suggested Resources/Books:
1. “Thinking, Fast and Slow” by Daniel Kahneman
2. “The Art of Thinking Clearly” by Rolf Dobelli
3. “The Demon-Haunted World: Science as a Candle in the Dark” by Carl Sagan
4. “A Rulebook for Arguments” by Anthony Weston

Similar Asked Questions:
1. What is the Believing Game and how can it aid in critical thinking?
2. How can biases towards one’s own point of view hinder the critical thinking process?
3. What are some common informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language?
4. How do we create written work that utilizes critical thinking concepts?
5. What are the benefits of utilizing technology and information resources when researching issues in critical thinking skills and informal logic?

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