| Introduction: The Neglect of the Mind |
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xiii | |
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American education has neglected students' minds for a century and everyone has been affected. Knowing how this tragedy happened is the first step toward reversing its effects in your life. |
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The Influence of Positivism |
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xv | |
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The Influence of Romanticism |
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xvii | |
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xxi | |
| 1 Understanding Thinking |
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1 | (16) |
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There are two ways to slide easily through life: to believe everything or to doubt everything; both ways save us from thinking. |
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3 | (6) |
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Axiom 1: Truth Is Objective rather than Subjective, and Discovered rather than Created |
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4 | (1) |
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Axiom 2: If Two Statements Are Mutually Contradictory, One Must Be False |
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5 | (1) |
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Axiom 3: The Human Mind Is Fallible |
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6 | (2) |
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Axiom 4: Ideas Have Consequences |
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8 | (1) |
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The Dimensions of Thinking |
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9 | (6) |
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9 | (2) |
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11 | (3) |
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14 | (1) |
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The WISE Approach to Thinking |
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15 | (2) |
| 2 Overcoming Obstacles |
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17 | (14) |
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Either you control your mental habits and attitudes, or they control you. The choice is yours. |
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The Basic Problem: Egocentrism |
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17 | (4) |
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Mine-Is-Better Perspective |
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18 | (1) |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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Other Habits That Obstruct Thought |
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21 | (5) |
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21 | (1) |
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22 | (1) |
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Bias for the Majority or Minority |
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23 | (1) |
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Bias for or against Change |
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23 | (1) |
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24 | (1) |
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Reliance on Feelings and First Impressions |
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24 | (2) |
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Attitudes That Obstruct Thought |
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26 | (3) |
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"I Already Know Everything Worth Knowing" |
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26 | (1) |
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"To Challenge My Ideas Is to Disrespect Me" |
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27 | (1) |
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"Some Subjects Are Interesting, Others Are Boring" |
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28 | (1) |
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"Rules and Procedures Don't Apply to Me" |
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28 | (1) |
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29 | (2) |
| 3 Resisting Manipulation |
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31 | (18) |
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Most people are other people. Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation. |
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Major Contemporary Influences |
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32 | (5) |
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32 | (1) |
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33 | (2) |
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35 | (2) |
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37 | (1) |
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Notable Devices of Manipulation |
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37 | (6) |
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38 | (1) |
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38 | (1) |
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38 | (1) |
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39 | (1) |
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39 | (1) |
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40 | (1) |
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40 | (1) |
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40 | (1) |
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Selective Reporting of Facts |
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41 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (6) |
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Know Your Vulnerabilities |
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44 | (1) |
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44 | (1) |
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Get Both Sides of the Story |
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44 | (1) |
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45 | (1) |
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Read the Fine Print in Advertisements |
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46 | (1) |
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Continue Using the WISE Approach |
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47 | (2) |
| 4 Testing Ideas |
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49 | (10) |
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Ideas are to the mind as food is to the body. And the rule governing their consumption is the same: Examine carefully before swallowing. |
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Facts versus Statements of Fact |
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49 | (1) |
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50 | (1) |
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The Value of Expert Opinion |
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51 | (1) |
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Testing Statements of Fact |
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52 | (1) |
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53 | (4) |
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Assess the Author's Evidence |
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53 | (1) |
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Search for Contrary Evidence |
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54 | (1) |
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Consider Relevant Situations |
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54 | (1) |
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55 | (1) |
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55 | (1) |
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Consider Alternative Opinions |
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55 | (1) |
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Consider the Consequences |
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56 | (1) |
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56 | (1) |
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Be Prepared for Complexity |
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57 | (2) |
| 5 Recognizing Errors in Reasoning |
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59 | (14) |
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An important characteristic of a quality mind is the ability to detect flaws in other peoples reasoning and to purge them from one's own. |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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63 | (1) |
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64 | (1) |
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65 | (1) |
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65 | (1) |
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Failure to Make Distinctions |
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66 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (2) |
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70 | (3) |
| 6 Analyzing Arguments |
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We might as well give up the fiction That we can argue any view. For what in me is pure Conviction Is simple Prejudice in you. |
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73 | (1) |
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74 | (1) |
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75 | (4) |
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How Much Evidence Is Enough? |
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79 | (2) |
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Analyzing Complex Arguments |
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81 | (5) |
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Determine the Argument's Structure |
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81 | (1) |
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Check for Hidden Premises |
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81 | (1) |
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81 | (1) |
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Ask Appropriate Questions |
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82 | (1) |
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83 | (2) |
| 7 Making Ethical Judgments |
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85 | (14) |
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Morality, like art, consists in drawing the line somewhere. |
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86 | (1) |
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87 | (4) |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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Criteria for Ethical Judgment |
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93 | (2) |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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A Strategy for Moral Judgment |
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95 | (2) |
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Decide What Obligations Are Present |
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95 | (1) |
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Decide What Moral Ideals Are Relevant |
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95 | (1) |
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Where Conflicts Exist, Assign Priorities |
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96 | (1) |
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Identify Possible Actions and Their Consequences |
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96 | (1) |
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Decide Which Action Is Most Moral |
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96 | (1) |
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97 | (2) |
| Appendix: Making Discussion Meaningful |
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99 | (4) |
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To do all the talking and not be willing to listen is a form of greed. |
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Whenever Possible, Prepare in Advance |
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100 | (1) |
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Set Reasonable Expectations |
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100 | (1) |
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Leave Egotism and Personal Agendas at the Door |
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100 | (1) |
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Contribute but Don't Dominate |
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101 | (1) |
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Avoid Distracting Speech Mannerisms |
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101 | (1) |
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101 | (1) |
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102 | (1) |
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Resist the Urge to Shout or Interrupt |
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102 | (1) |
| Notes |
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103 | (6) |
| Bibliography |
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109 | (4) |
| Index |
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113 | (6) |
| About the author |
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119 | |
Other versions by this Author
