Throughout this course, many discussion opportunities come up where you need to respond to other people’s opinions and comments. Respond to your Discussion topic after you have completed your reading. Discussion Topic: You and your group have been working on your panel presentation about the death penalty for several weeks, with one week to go before you are responsible for conducting the panel discussion in your class. This project represents a major portion of your grade in the small group class, and you are required to conclude your presentation by taking a positionyour group must come out either in favor of or against the death penalty. After hashing this out for weeks, you have sorted through all your evidence and have almost reached consensus that you will come out in favor of the death penalty. This week, while doing library research for another class, you happen upon a new study, based on systematic examination of states with the death penalty, that strongly suggests the death penalty does not deter crime. The study seems well done; you dont think you can dismiss it as a piece of biased or poorly done research. But you know if you present it to your group, youll push your emerging consensus further away, and you hate to do that! You are so close now to agreement, and you know this study will set you back. What do you do? For what reasons would you present the article to your group? For what reasons would you withhold the article? What would you actually do? CHECKING FOR ERRORS IN REASONING The final element in the critical thinking process is assessing the quality of the reasoning people provide for their opinions or for supporting one conclusion over another. Unfortunately, most speakers and writers often make a variety of common reasoning errors, called fallacies, that makes assessing reasoning challenging. Fallacies tend to divert a listeners attention from the issue or sidetrack the discussion so that members of a group begin to debate something other than evidence and claims. However, critical thinkers working together in a small group should be able to spot each others fallacies. The differing but complementary bases of information that individual members bring to a group discussion can help them compensate for each others weaknesses to produce, on the whole, a superior group result.52 There is no end to the kinds of fallacies you can find in a group discussion. The following ones are common ones and are offered as examples. For a more detailed list of fallacies and ways to correct them, see Richard Paul and Linda Elders The Thinkers Guide to Fallacies: The Art of Mental Trickery and Manipulation, a useful resource.53
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