Unit 8 What Is Reason?In this unit, we begin to examine the way reason is used in science. Before we can start, however, we must become morespecific in our definition of reason. There is a general prejudice equating reason and rationality with formal deductive logic.However, while formal logic is a tool of reason, it is not the same thing as reason, any more than a hammer is the same thing ascarpe
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Unit 8 What Is Reason?
In this unit, we begin to examine the way reason is used in science. Before we can start, however, we must become more
specific in our definition of reason. There is a general prejudice equating reason and rationality with formal deductive logic.
However, while formal logic is a tool of reason, it is not the same thing as reason, any more than a hammer is the same thing as
carpentry.
Discussion 8.1 gives a very broad definition of reason, briefly mentions several different forms of reasoning, and provides some
general nonanalytic criteria for evaluating reasons. Discussion 8.2 describes three basic heuristics, or rules of thumb, that the
mind automatically uses in thought, and some of the ways they can lead to error. It also suggests that the evolution of science
has in large part been a process of discovering tools and techniques to assist us in avoiding the errors of using these heuristics.
Readings in What Science Is introduce critical thinking. Critical thinking is simply the use of specific tools and strategies of
thought to come to clear conclusions on whether to accept or reject claims that are made, and to determine the degree of
reliability of our conclusions. It is an essential skill not only in science, but also in everyday life. Discussion 8.3 describes the
basic elements of a particular technique for diagramming arguments that is a useful tool for critical thinking.
Objectives
When you have completed Unit 8, you should be able to
1. explain reasoning as a process of mentally fitting things together, and describe, briefly, three sorts of reason—
empathetical, analogical and analytical.
2. describe seven criteria for a “good fit,” and apply them to reasoning.
3. define the three decision heuristics, and give examples of how they operate in thought.
4. give examples of some of the cognitive illusions that result from use of the three decision heuristics.
5. state the two foundations of a wellconstructed scientific argument.
6. define “deductive reasoning” and “inductive reasoning,” and describe each briefly.
7. describe some ways in which the use of critical analysis in everyday life can benefit from scientific input.
8. discuss the importance of identifying hidden assumptions in both science and everyday life.
9. discuss some of the issues involved in the evaluation of causality.
10. apply the affective and cognitive strategies of critical thinking
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