# Famous Paradoxes - Examples and Definition

Logic Puzzles Bulbs This is one of my favorite free printable logic puzzles with a real life solution. There are three switches downstairs. Each corresponds to one of the three light bulbs in the attic. You can turn the switches on and off and leave them in any position. How would you identify which switch corresponds to which light bulb, if you are only allowed one trip upstairs? Keep the first bulb switched on for a few minutes. A Ping-Pong Ball in a Hole Your last good ping-pong ball fell down into a narrow metal pipe imbedded in concrete one foot deep. All the tools are random things that are not going to help you. A Man in an Elevator A man who lives on the tenth floor takes the elevator down to the first floor every morning and goes to work. The man is of short stature. The Ball How can you throw a ball as hard as you can and have it come back to you, even if it doesn't bounce off anything? Throw the ball straight up in the air. The Magnet Virile Microbes The dish will be full at 12:44. Try this.

Lateral Thinking Problems - Semantics Lateral thinking problems that require you to pay close attention to the exact wording of the problem. 1. A woman gave natural birth to two sons who were born on the same hour of the same day of the same month of the same year. But they were not twins and she had no access to a time machine. Solution: They were two of a set of triplets (or quadruplets, etc.) 2. Solution: The water in the river only came up to the man's chest. 3. Hint: The truck driver was not in reverse, nor was he in any particular emergency. Solution: The truck driver was walking. 4. Hint: This really could happen, and probably does in some form or other. Solution: The man is a philanthropist who bought great quantities of rice to sell to poor people at prices they could afford. 5. Solution: Because he would earn three times as much money!

Zététique Un article de Wikipédia, l'encyclopédie libre. Pour la définition de la zététique comme partie des mathématiques, voir Algèbre nouvelle. La zététique est définie comme « l'art du doute » par Henri Broch[1]. La zététique est présentée comme « l'étude rationnelle des phénomènes présentés comme paranormaux, des pseudosciences et des thérapies étranges ». La zététique se réclame aussi du scepticisme scientifique, et plus généralement de la démarche de doute cartésien qu'elle décrit comme nécessaire en science comme en philosophie. Origine du mot[modifier | modifier le code] « Zététique » vient de l’adjectif grec ζητητικός, zētētikós « qui aime chercher », « qui recherche », lequel est issu du verbe ζητῶ, « chercher ». Elle a pour objectif de contribuer à la formation, chez chaque individu, d'une capacité d'appropriation critique du savoir humain. La zététique recommande de penser avec ordre et méthode, en tenant à distance dogmes, préjugés et idées reçues. Moyen de lutte :

Critical Thinking On The Web Top Ten Argument Mapping Tutorials. Six online tutorials in argument mapping, a core requirement for advanced critical thinking.The Skeptic's Dictionary - over 400 definitions and essays. What is critical thinking? Nobody said it better than Francis Bacon, back in 1605: For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture. A shorter version is the art of being right. More definitions... Program for Critical Thinking Program for better decision making Our umbrella site. Latest additions 6 Dec The Idea Emporium Zany.

Goals for a Critical Thinking Curriculum An Outline of Goals for a Critical Thinking Curriculum and Its Assessment 1Robert H. Ennis, University of Illinois, UC (Revised 6/20/02) E-mail: rhennis@uiuc.edu Web site: Critical thinking, as the term is generally used these days, roughly means reasonable and reflective thinking focused on deciding what to believe or do. 2 In doing such thinking, one is helped by the employment of a set of critical thinking dispositions and abilities that I shall outline, and that can serve as a set of comprehensive goals for a critical thinking curriculum and its assessment. Pedagogical and psychometric usefulness, not elegance or mutual exclusiveness, is the purpose of this outline. It could be used for an overall critical thinking curriculum outline, or as a comprehensive table of specifications for critical thinking assessment. It is only a critical thinking content outline. Examples, qualifications, and more detail can be found in some items listed at the end.

RationalWiki thinking tools resources Weak versus Strong Critical Thinking Critical thinking involves basic intellectual skills, but these skills can be used to serve two incompatible ends: self-centeredness or fair-mindedness. As we develop the basic intellectual skills that critical thinking entails, we can begin to use those skills in a selfish or in a fair-minded way. In other words, we can develop in such a way that we learn to see mistakes in our own thinking, as well as the thinking of others. Or we can merely develop some proficiency in making our opponent's thinking look bad. Typically, people see mistakes in other's thinking without being able to credit the strengths in those opposing views. We call these thinkers weak-sense critical thinkers. Another traditional name for the weak-sense thinker is found in the word sophist. Sophistic thinkers succeed only if they do not come up against what we call strong-sense critical thinkers. Perhaps even more important, strong-sense critical thinkers strive to be fair-minded.

critical thinking model and mods How PowerPoint is killing critical thought | Andrew Smith I still remember the best lecture I ever attended. It was part of a joint series offered by the English and philosophy departments in my first term at university and, given that the subject was Sartre’s Being and Nothingness, should have been the dullest event in Christendom that night. But it wasn’t. The lecturer, Thomas Baldwin, had a deceptively simple style: he would write a proposition on the blackboard facing us and gaze at it for a moment, like a medium beckoning a spirit. Then he would turn and smile, and start to explain. Baldwin paced the room – but slowly. Baldwin’s talk came to mind recently when I listened to a debate, on Radio 4’s Today show, about lecturing standards at British universities. “Did the lecturer use PowerPoint?” “Hm. PowerPoint is so ubiquitous that Lotte hadn’t made the connection. Let’s stay with teaching a moment. So, a few bored students: how serious is this? And bored is the least of it.

Study: There Are Instructions for Teaching Critical Thinking Whether or not you can teach something as subjective as critical thinking has been up for debate, but a fascinating new study shows that it’s actually quite possible. Experiments performed by Stanford's Department of Physics and Graduate School of Education demonstrate that students can be instructed to think more critically. It’s difficult to overstate the importance of critical-thinking skills in modern society. The study took two groups of students in an introductory physics laboratory course, with one group (known as the experimental group) given the instruction to use quantitative comparisons between datasets and the other group given no instruction (the control group). Even after these instructions were removed, they were 12 times more likely to offer creative solutions to improve the experimental methods being used in the class, four times more likely to explain the limitations of the methods, and better at explaining their reasoning than the control group.

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