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Consider the opposite Consider an alternative Delayed decision making Perspectiv

Consider the opposite
Consider an alternative
Delayed decision making

Consider the opposite
Consider an alternative
Delayed decision making
Perspective taking
Active open-mindedness
Your job this week will be to draw a useful connection between one of the above four concepts and any key concept from the Week 1 or 2 of the course. Some example topics from week 1 include any one of the 8 critical thinking standards (e.g., clarity, precision, completeness, fairness). Some example topics from week 2 include intellectual humility, fallibilism, confirmation bias, and hot cognition (there are several others!). You may select any of these or any of the other core concepts you read about in MAPS.
What I mean by “draw a useful connection”:
*Remember our course’s context—we’re interested in critical thinking. So, a useful connection would involve a way of jointly thinking about these two concepts that would aid your critical thinking.
*There are various ways to might connect two concepts with the goal of enhancing your critical thinking. By analogy, we use multiple tools when hanging a picture. I can’t just use one tool, like a hammer—I’m going to do a poor job!—and I can’t just use a measuring tap. Nothing meaningful will get done. I need a hammer, a measuring tape, a nail, maybe a small ladder (I’m not that tall!), etc. Similarly, it’s useful to use combinations of critical thinking tools to solve intellectual problems. For example, consider the opposite could be used to help you get out of a mental jam induced by confirmation bias.
*It’s always good to (a) express the general or abstract idea of how the two concepts could be linked and (b) illustrate for your reader with a precise context, like an example from life, in which you could jointly use two concepts. That would help make things nice and vivid for the reader.
Things are wide open for how you arrange your paper and the creative ideas you come up with, but don’t forget to use the critical thinking standards from week 1 to guide effective writing. Remember to always consider your reader to be a novice with these topics—what would you have to say to ensure they understand your concepts & connection?
Your papers will be graded as follows:
1) Clearly, precisely, & completely describe the connection between the two critical thinking concepts you selected. To do this in a complete fashion, its a very good idea to connect the two concepts (a) in a general or abstract sense AND (b) using a specific example context. Source usage requirements: To support your writing, you can have up to 2 written sources (no more than 2 and no non-written sources, like videos). Your sources may be course readings or readings that are linked/cited in your course readings (you do not need to get sources from beyond the course materials; however, if you decide to, you may select only one source beyond the course readings, it must be a written source, and it’s your job to make good decisions about the quality of source you select—if you’re at all uncertain about the quality of a source, please check with me).
2) Use APA style to (a) format your document and (b) cite and reference all information that did not come from your own thoughts and is not reasonably assumed to be common knowledge (see citation guide provided to you in Week 2). Like for mini-paper 1, your work will not earn points for good APA style. Instead, issues with APA style may receive deductions of up to 2 points out of 10 (or 20% of your grade on the submission) or, in some cases, your work may be returned to you for correction or receive a zero.

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