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This text is organized around the analysis and evaluation of argument in
natural language, and is based on a Socratic model of critical thinking.
Students learn to identify, analyze and
evaluate arguments of others as a preliminary to criticizing their own
positions and arguments. Covers the burden of proof, common informal
fallacies, evaluating testimony, analyzing longer arguments, writing the
argumentative essay, and much more.
As a teaching instrument, this book is written
with a minimum of technical vocabulary. It stresses learning by example and,
with numerous exercises and problems for students, learning by doing. Some
exercises allow for work in small groups in the classroom, and the critical
thinking journal is an independent project to be submitted periodically for
the instructor's guidance and/or grading.
New to the fourth edition: techniques for
dealing with language use that does not make obvious truth claims; the
distinction of logical from hypothetical assumptions; and a new treatment of
evaluating arguments for strength emphasizes the boldness or modesty of the
conclusion's claim, as well as the reliability and relevance of premises;
and for compound arguments, the relative importance of intermediate and
final conclusions. There are also many new exercises.
The textbook includes solutions to selected
exercises, sample student critical thinking journal, glossary, sources,
index of names, index of subjects. Instructor's and Transparency Manuals are
available.
Responses
After using four other books on informal logic-this is the clearest
exposition, and the best in terms of exercises provided- that I have seen.
---Gordon Simmons, Marshall University
This
text is especially well suited to beginning students. There is an abundance of excellent
student exercises and lots of examples in the text body. It is obvious that Hoaglund has
been a successful classroom teacher for many years. But I was most impressed by his
treatment of inconsistency, implication, and contradiction in the beginning of the book
where it should be. -- Tom Hilton, Tidewater Community College
This text is very practical and never seems to
elevate itself at the expense of the students. It is my experience that many texts are
written for other professors rather than for the students...Students have commented on how
clear and understandable the text is. -- Kip Redick, Thomas Nelson Community College
I am using Critical Thinking next semester and
it is excellent for many reasons--especially because the exercises are not artificial or
contrived. -- Mary Ann McClure, John Jay College
$34.95 paperback · ISBN 0916475-123 · 604 pages ·
2004
John Hoaglund
Hoaglund has 25 years’ experience teaching introductory
logic and critical thinking courses. He has read papers and conducted workshops on
informal logic and critical thinking in North America and Europe. His articles have
appeared in Informal Logic, Argumentation, and other journals. He has served
on the Boards of the Association for Informal Logic and Critical Thinking (President
1985-87), the International Society for the Study of Argumentation, and is currently on
the National Council for Excellence in Teaching Critical Thinking. He has helped organize
five national conferences on critical thinking and informal logic, most recently
Conference '95 on Critical Thinking and Informal Logic at George Mason University. He is
an avid tennis player, though reliable sources report that his enthusiasm for the game
considerably outstrips his skill.
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