Assignment Prompt & Instructions
**files (3)**
– ## week4stresscriticalthinking.docx
– ## criticalthinkingwk3.pptx
– criticalthinkingwk3.pptx
**## week4stresscriticalthinking.docx**
**Arionna STress**
Part A (I don’t have textbook yet so answer the best you can)
1) Robert Epstein presents a model in the chapter that has has four trainable skill sets to use to manage stress. Which of these skills do you do well? Which of these skills do you need further development? How do you know? Be sure to give examples.
2) Describe a stressful situation that you believed you needed to show more control. Contrast that with a situation where you now believe you should have expressed less control. What differences do you notice?
3) Complete the lab assessment "what eustressors have you experienced?". What was that activity like for you?
**Chapter 6**
1) What foods do you consider "comfort food", especially when you are stressed? How did they become comfort foods in your life?
2) We live in an incredibly "noisy" world. What noises contribute to your stress?
3) Complete the lab assessment "What hassles do you encounter?" What was this activity like for you?
**Part B**
Week 4: Life Situation Interventions: Interpersonal, Perception Interventions and Spirituality and Stress
This week we will be discussing chapters 7, 8 and 9
**Chapter 7**
1) One of the interventions that I use when I am in my private practice working with patients is for them to do a "technology detox". I ask them to not interact with any form of technology (cell phones, social media, etc) for at least one hour each day and see if that has any effect on her overall level of stress, anxiety, depression, PTSD, etc. Almost all the people who stick with it consistently let me know that they feel much better. Some have even decided to do more than an hour each day. Try doing this this week. Now reflect on what that was like for you (even if you were unable to complete the task, describe why!)
2) Complete the following lab assessments and reflect what they were like for you.
a) "How assertive are you?"
b) "How do you resolve conflicts?"
c) "How is your social support?"
d) "What is your active listening style?"
**Chapter 8**
1) Laughing has been proven to be one of the most effective means to improve our minds and bodies! It definitely makes us change perspective, breathe and be happier! Share your favorite joke, quote, story or link to something that always make you laugh or smile. Let's have fun as a classroom community especially at this halfway point in class!
2) Complete the following lab assessments and reflect what they were like for you.
a) "Are you type A?"
b) "How is your self esteem?"
c) "What is your locus of control?"
d) "Do you have irrational beliefs?"
**Chapter 9**
1) Do you consider yourself a religious or spiritual person? How do you express it in your life?
2) Have you volunteered in your life? If so, what have you done? If you haven't had a chance to (no judgment!) then what might you be interested in doing?
3) Complete the lab assessment in the chapter: "How forgiving are you?"
**Part C Source is attached Blue Powerpoint attached**
What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.
1.
**What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.
2.
**Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?
3.
**How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?
**## criticalthinkingwk3.pptx**
Module 3 Introduction: Obstacles to Critical Thinking – Spring 2026
Critical Thinking Online
Fayetteville State University
Dr. Jon Young, Instructor
1
In this module you will:
Correctly identify, explain, and apply obstacles to critical thinking that arise from: 1) concern for the self; 2) pressure from one’s group; 3) mental obstacles; 4) obstacles from social media; and 5) philosophical obstacles.
Reflect on the impact of these obstacles on your own thinking and how you will avoid them in the future.
2
In this module, you will
Complete the Required Reading:
This PowerPoint presentation
Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz for this module.
Submit a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
3
My dreams predict the future. Last week I dreamed of a huge thunderstorm and the next day we had one. Then last night I dreamed that the Atlanta Braves would win, and they did.
Jon Young, your instructor
4
Do you believe my dreams predict the future?
You probably recognized that I am being very selective in the evidence I offer to support my conclusion. I have referred to only two examples where my dreams seem to predict the future. But what about dreams that did not come true?
This simple example reveals at least three of the obstacles to critical thinking that we will explore in this module. 1) When I only look for evidence that confirms my pre-determined beliefs, I am engaging in motivated reasoning. 2) When I cite only the evidence that confirms my conclusion, we call this confirmation bias; 3) when I engage in confirmation bias, I am also ignoring contrary evidence.
5
Remember our definition of critical thinking
Remember: critical thinking is the systematic evaluation and formulation of beliefs, or statements (claims), by rational standards. We have said the goal of critical thinking is to help us become more effective in determining when it is reasonable to accept a claim as true, reject as false, or suspend judgment.
6
Evidence
For critical thinkers seeking to determine whether to accept, reject, or suspend judgment about a claim, the single most important consideration is evidence, which is “something that makes a statement more likely to be true.” (from textbook) Evidence comes in many forms, including eye-witness accounts, documents, recordings, information, numerical data, experimental studies. Regardless of the form it takes, evidence is open for evaluation and verification by others.
Critical thinkers seek to accept, reject, or suspend judgment based on the evidence. If we don’t look at evidence what will rely upon? Bias? Prejudice? What feels right? Emotions? Rumor? Innuendo? Wishful thinking?
7
Obstacles to Critical Thinking
This module/chapter warns us of the many ways we (certainly including me) either ignore or distort evidence.
Please note the difference between ignoring and distorting evidence. 1) Sometimes we simply ignore evidence: we believe what we want to believe simply because we want to believe it without any evidence, but other times 2) we may point to abundant evidence, but we distort it by an unfair, biased point of view.
Learning about these obstacles should help you identify them in your own thinking as well as in others and not be duped by them.
8
Motivated Reasoning; Confirmation bias; ignoring contrary evidence
The source of many of our ways of ignoring or distorting evidence is motivated reasoning: reasoning that seeks only to confirm a predetermined conclusion.
When a District Attorney withholds exculpatory evidence about an accused person or when doctors ignore evidence contrary to their diagnosis, they are falling prey to motivated reasoning. How about you? When have you fallen prey to motivated reasoning?
Critical thinkers examine evidence that confirms and contradicts a conclusion before accepting that conclusion. It is difficult for us to seek evidence that contradicts my conclusions; critical thinking requires moral courage.
9
Obstacles from Self-Interests
Some obstacles to critical thinking arise from self-interested thinking. There is nothing unreasonable about looking out for your self-interests, but what happens when self-interest is the ONLY thing you care about? The outcome is that you will distort evidence to serve your interests and ignore and dismiss evidence that does not conform to what you wish it to be.
10
Obstacles from one’s group
Loyalty to one’s group can be an admirable quality unless it becomes a motive for distorting evidence to conform to what your group believes or to ignore or dismiss contrary evidence.
If you are so convinced that people from your family, region, nation, or culture are superior to all others, then you are likely to distort, ignore or distort evidence contrary to those pre-conceived beliefs.
11
Social Media & False Consensus
Distorting, ignoring, or dismissing contrary evidence based on group loyalty is a special risk in a culture saturated by social media.
If you only pay attention to those who already share your beliefs, then you can be subject to the illusion of “false consensus,” that a particular belief or claim has much more widespread acceptance than is actually the case.
A statement that begins with something like “Everyody knows,: “it’s a well-know fact,” very likely expresses such a false consensus.
12
Social Media: Mere Exposure Effect
We fall victim to the mere exposure effect when we hear a claim repeated so many times that we come to believe it is true. People have fallen prey to the mere exposure effect for as long as humans have been on earth, but social media greatly enhances our ability to repeat and transmit claims – true and false – many times, the risk of the mere explosure effect is increased.
If a hurricane strikes the coast of North Carolina, you will no doubt hear information about the hurricane from many different sources – in this case, mere exposure does not lead you astray – but you have confirmation from various sources and you can actually go to the coast and see for yourself that the claims.
Remember: the fact that a claim is repeated many, many timed does NOT make it true.
13
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Subjective relativism – This view holds that truth is always relative to the individual –what may be true for you is not true for me. Of course, we all have different tastes in food, music, clothing; “Pepperoni pizza is the best food in the world,” may be true for me but not for you. However, “Copying information from Wikipedia and claiming it as your own,” is not one that we could reasonably say that may be true for me, but not for you. The inherent risk of subjective relativism is that if we presume truth is simply what we each want it to be, then we will look only for evidence that confirms what we already believe and we will talk and listen to only those who already agree with us.
14
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Social relativism – This view holds that truth is always relative to a specific group or society. Of course, some actions considered “good manners” in one culture may be frowned upon in another culture. Indeed, different societies have different traditions that we should respect. Yet, to say that truth is only what a particular group says is true undermines the examination of evidence and reasons to support claims, statements, and beliefs.
15
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Philosophical Skepticism – holds that it is impossible to gain any knowledge. Later in this semester, we will discuss the importance of taking an attitude of “reasonable skepticism” regarding news, advertising, and social media. But philosophical skepticism in its extreme form denies that it is possible to know anything. Such a perspective dismisses evidence as important or relevant to seeking truth of knowledge.
16
Obstacles to Critical Thinking
Chapter 2 will introduce you to more examples of these obstacles to critical thinking. What all of them share in common is the tendency to distort, ignore, or dismiss evidence.
If we persist in looking only at the evidence that supports what we already believe, or if we insist on ignoring evidence that contradicts what we already believe, or if we dismiss evidence as irrelevant to discovering truth and knowledge, then we will never become effective critical thinkers.
17
These three philosophical obstacles are “self-defeating”
A theory is “self-defeating” if it is like the man sawing off the limb on which he is sitting. The limb will fall, but so will he.
If truth is totally subjective (subjective relativism) or relative to one’s society (social relativism) or impossible to know (philosophical skepticism), how would you ever prove the theory correct? If I say truth is entirely subjective and you say it is not, on what basis could I disagree with yousince I have already agreed that your truth and my truth may be different?
18
In this module, you will:
Read Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz.
Complete a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
19
Good luck!
Questions? Contact me through Canvas or at
[jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu).
20
## image2.emf
## image3.jpg
## image1.jpg
**criticalthinkingwk3.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/criticalthinkingwk3-pptx-10491919)
**criticalthinkingwk3.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/criticalthinkingwk3-pptx-10491919)
**## week4stresscriticalthinking.docx**
**Arionna STress**
Part A (I don’t have textbook yet so answer the best you can)
1) Robert Epstein presents a model in the chapter that has has four trainable skill sets to use to manage stress. Which of these skills do you do well? Which of these skills do you need further development? How do you know? Be sure to give examples.
2) Describe a stressful situation that you believed you needed to show more control. Contrast that with a situation where you now believe you should have expressed less control. What differences do you notice?
3) Complete the lab assessment "what eustressors have you experienced?". What was that activity like for you?
**Chapter 6**
1) What foods do you consider "comfort food", especially when you are stressed? How did they become comfort foods in your life?
2) We live in an incredibly "noisy" world. What noises contribute to your stress?
3) Complete the lab assessment "What hassles do you encounter?" What was this activity like for you?
**Part B**
Week 4: Life Situation Interventions: Interpersonal, Perception Interventions and Spirituality and Stress
This week we will be discussing chapters 7, 8 and 9
**Chapter 7**
1) One of the interventions that I use when I am in my private practice working with patients is for them to do a "technology detox". I ask them to not interact with any form of technology (cell phones, social media, etc) for at least one hour each day and see if that has any effect on her overall level of stress, anxiety, depression, PTSD, etc. Almost all the people who stick with it consistently let me know that they feel much better. Some have even decided to do more than an hour each day. Try doing this this week. Now reflect on what that was like for you (even if you were unable to complete the task, describe why!)
2) Complete the following lab assessments and reflect what they were like for you.
a) "How assertive are you?"
b) "How do you resolve conflicts?"
c) "How is your social support?"
d) "What is your active listening style?"
**Chapter 8**
1) Laughing has been proven to be one of the most effective means to improve our minds and bodies! It definitely makes us change perspective, breathe and be happier! Share your favorite joke, quote, story or link to something that always make you laugh or smile. Let's have fun as a classroom community especially at this halfway point in class!
2) Complete the following lab assessments and reflect what they were like for you.
a) "Are you type A?"
b) "How is your self esteem?"
c) "What is your locus of control?"
d) "Do you have irrational beliefs?"
**Chapter 9**
1) Do you consider yourself a religious or spiritual person? How do you express it in your life?
2) Have you volunteered in your life? If so, what have you done? If you haven't had a chance to (no judgment!) then what might you be interested in doing?
3) Complete the lab assessment in the chapter: "How forgiving are you?"
**Part C Source is attached Blue Powerpoint attached**
What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.
1.
**What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.
2.
**Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?
3.
**How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?
**## criticalthinkingwk3.pptx**
Module 3 Introduction: Obstacles to Critical Thinking – Spring 2026
Critical Thinking Online
Fayetteville State University
Dr. Jon Young, Instructor
1
In this module you will:
Correctly identify, explain, and apply obstacles to critical thinking that arise from: 1) concern for the self; 2) pressure from one’s group; 3) mental obstacles; 4) obstacles from social media; and 5) philosophical obstacles.
Reflect on the impact of these obstacles on your own thinking and how you will avoid them in the future.
2
In this module, you will
Complete the Required Reading:
This PowerPoint presentation
Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz for this module.
Submit a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
3
My dreams predict the future. Last week I dreamed of a huge thunderstorm and the next day we had one. Then last night I dreamed that the Atlanta Braves would win, and they did.
Jon Young, your instructor
4
Do you believe my dreams predict the future?
You probably recognized that I am being very selective in the evidence I offer to support my conclusion. I have referred to only two examples where my dreams seem to predict the future. But what about dreams that did not come true?
This simple example reveals at least three of the obstacles to critical thinking that we will explore in this module. 1) When I only look for evidence that confirms my pre-determined beliefs, I am engaging in motivated reasoning. 2) When I cite only the evidence that confirms my conclusion, we call this confirmation bias; 3) when I engage in confirmation bias, I am also ignoring contrary evidence.
5
Remember our definition of critical thinking
Remember: critical thinking is the systematic evaluation and formulation of beliefs, or statements (claims), by rational standards. We have said the goal of critical thinking is to help us become more effective in determining when it is reasonable to accept a claim as true, reject as false, or suspend judgment.
6
Evidence
For critical thinkers seeking to determine whether to accept, reject, or suspend judgment about a claim, the single most important consideration is evidence, which is “something that makes a statement more likely to be true.” (from textbook) Evidence comes in many forms, including eye-witness accounts, documents, recordings, information, numerical data, experimental studies. Regardless of the form it takes, evidence is open for evaluation and verification by others.
Critical thinkers seek to accept, reject, or suspend judgment based on the evidence. If we don’t look at evidence what will rely upon? Bias? Prejudice? What feels right? Emotions? Rumor? Innuendo? Wishful thinking?
7
Obstacles to Critical Thinking
This module/chapter warns us of the many ways we (certainly including me) either ignore or distort evidence.
Please note the difference between ignoring and distorting evidence. 1) Sometimes we simply ignore evidence: we believe what we want to believe simply because we want to believe it without any evidence, but other times 2) we may point to abundant evidence, but we distort it by an unfair, biased point of view.
Learning about these obstacles should help you identify them in your own thinking as well as in others and not be duped by them.
8
Motivated Reasoning; Confirmation bias; ignoring contrary evidence
The source of many of our ways of ignoring or distorting evidence is motivated reasoning: reasoning that seeks only to confirm a predetermined conclusion.
When a District Attorney withholds exculpatory evidence about an accused person or when doctors ignore evidence contrary to their diagnosis, they are falling prey to motivated reasoning. How about you? When have you fallen prey to motivated reasoning?
Critical thinkers examine evidence that confirms and contradicts a conclusion before accepting that conclusion. It is difficult for us to seek evidence that contradicts my conclusions; critical thinking requires moral courage.
9
Obstacles from Self-Interests
Some obstacles to critical thinking arise from self-interested thinking. There is nothing unreasonable about looking out for your self-interests, but what happens when self-interest is the ONLY thing you care about? The outcome is that you will distort evidence to serve your interests and ignore and dismiss evidence that does not conform to what you wish it to be.
10
Obstacles from one’s group
Loyalty to one’s group can be an admirable quality unless it becomes a motive for distorting evidence to conform to what your group believes or to ignore or dismiss contrary evidence.
If you are so convinced that people from your family, region, nation, or culture are superior to all others, then you are likely to distort, ignore or distort evidence contrary to those pre-conceived beliefs.
11
Social Media & False Consensus
Distorting, ignoring, or dismissing contrary evidence based on group loyalty is a special risk in a culture saturated by social media.
If you only pay attention to those who already share your beliefs, then you can be subject to the illusion of “false consensus,” that a particular belief or claim has much more widespread acceptance than is actually the case.
A statement that begins with something like “Everyody knows,: “it’s a well-know fact,” very likely expresses such a false consensus.
12
Social Media: Mere Exposure Effect
We fall victim to the mere exposure effect when we hear a claim repeated so many times that we come to believe it is true. People have fallen prey to the mere exposure effect for as long as humans have been on earth, but social media greatly enhances our ability to repeat and transmit claims – true and false – many times, the risk of the mere explosure effect is increased.
If a hurricane strikes the coast of North Carolina, you will no doubt hear information about the hurricane from many different sources – in this case, mere exposure does not lead you astray – but you have confirmation from various sources and you can actually go to the coast and see for yourself that the claims.
Remember: the fact that a claim is repeated many, many timed does NOT make it true.
13
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Subjective relativism – This view holds that truth is always relative to the individual –what may be true for you is not true for me. Of course, we all have different tastes in food, music, clothing; “Pepperoni pizza is the best food in the world,” may be true for me but not for you. However, “Copying information from Wikipedia and claiming it as your own,” is not one that we could reasonably say that may be true for me, but not for you. The inherent risk of subjective relativism is that if we presume truth is simply what we each want it to be, then we will look only for evidence that confirms what we already believe and we will talk and listen to only those who already agree with us.
14
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Social relativism – This view holds that truth is always relative to a specific group or society. Of course, some actions considered “good manners” in one culture may be frowned upon in another culture. Indeed, different societies have different traditions that we should respect. Yet, to say that truth is only what a particular group says is true undermines the examination of evidence and reasons to support claims, statements, and beliefs.
15
Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Philosophical Skepticism – holds that it is impossible to gain any knowledge. Later in this semester, we will discuss the importance of taking an attitude of “reasonable skepticism” regarding news, advertising, and social media. But philosophical skepticism in its extreme form denies that it is possible to know anything. Such a perspective dismisses evidence as important or relevant to seeking truth of knowledge.
16
Obstacles to Critical Thinking
Chapter 2 will introduce you to more examples of these obstacles to critical thinking. What all of them share in common is the tendency to distort, ignore, or dismiss evidence.
If we persist in looking only at the evidence that supports what we already believe, or if we insist on ignoring evidence that contradicts what we already believe, or if we dismiss evidence as irrelevant to discovering truth and knowledge, then we will never become effective critical thinkers.
17
These three philosophical obstacles are “self-defeating”
A theory is “self-defeating” if it is like the man sawing off the limb on which he is sitting. The limb will fall, but so will he.
If truth is totally subjective (subjective relativism) or relative to one’s society (social relativism) or impossible to know (philosophical skepticism), how would you ever prove the theory correct? If I say truth is entirely subjective and you say it is not, on what basis could I disagree with yousince I have already agreed that your truth and my truth may be different?
18
In this module, you will:
Read Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz.
Complete a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
19
Good luck!
Questions? Contact me through Canvas or at
[jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu).
20
## image2.emf
## image3.jpg
## image1.jpg
**criticalthinkingwk3.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/criticalthinkingwk3-pptx-10491919)
**## week4stresscriticalthinking.docx**
**Arionna STress**
Part A (I don’t have textbook yet so answer the best you can)
1) Robert Epstein presents a model in the chapter that has has four trainable skill sets to use to manage stress. Which of these skills do you do well? Which of these skills do you need further development? How do you know? Be sure to give examples.
2) Describe a stressful situation that you believed you needed to show more control. Contrast that with a situation where you now believe you should have expressed less control. What differences do you notice?
3) Complete the lab assessment "what eustressors have you experienced?". What was that activity like for you?
**Chapter 6**
1) What foods do you consider "comfort food", especially when you are stressed? How did they become comfort foods in your life?
2) We live in an incredibly "noisy" world. What noises contribute to your stress?
3) Complete the lab assessment "What hassles do you encounter?" What was this activity like for you?
**Part B**
Week 4: Life Situation Interventions: Interpersonal, Perception Interventions and Spirituality and Stress
This week we will be discussing chapters 7, 8 and 9
**Chapter 7**
1) One of the interventions that I use when I am in my private practice working with patients is for them to do a "technology detox". I ask them to not interact with any form of technology (cell phones, social media, etc) for at least one hour each day and see if that has any effect on her overall level of stress, anxiety, depression, PTSD, etc. Almost all the people who stick with it consistently let me know that they feel much better. Some have even decided to do more than an hour each day. Try doing this this week. Now reflect on what that was like for you (even if you were unable to complete the task, describe why!)
2) Complete the following lab assessments and reflect what they were like for you.
a) "How assertive are you?"
b) "How do you resolve conflicts?"
c) "How is your social support?"
d) "What is your active listening style?"
**Chapter 8**
1) Laughing has been proven to be one of the most effective means to improve our minds and bodies! It definitely makes us change perspective, breathe and be happier! Share your favorite joke, quote, story or link to something that always make you laugh or smile. Let's have fun as a classroom community especially at this halfway point in class!
2) Complete the following lab assessments and reflect what they were like for you.
a) "Are you type A?"
b) "How is your self esteem?"
c) "What is your locus of control?"
d) "Do you have irrational beliefs?"
**Chapter 9**
1) Do you consider yourself a religious or spiritual person? How do you express it in your life?
2) Have you volunteered in your life? If so, what have you done? If you haven't had a chance to (no judgment!) then what might you be interested in doing?
3) Complete the lab assessment in the chapter: "How forgiving are you?"
**Part C Source is attached Blue Powerpoint attached**
What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.
1.
**What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.
2.
**Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?
3.
**How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?
**## criticalthinkingwk3.pptx**
Module 3 Introduction: Obstacles to Critical Thinking – Spring 2026
Critical Thinking Online
Fayetteville State University
Dr. Jon Young, Instructor
1
In this module you will:
Correctly identify, explain, and apply obstacles to critical thinking that arise from: 1) concern for the self; 2) pressure from one’s group; 3) mental obstacles; 4) obstacles from social media; and 5) philosophical obstacles.
Reflect on the impact of these obstacles on your own thinking and how you will avoid them in the future.
2
In this module, you will
Complete the Required Reading:
This PowerPoint presentation
Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz for this module.
Submit a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
3
My dreams predict the future. Last week I dreamed of a huge thunderstorm and the next day we had one. Then last night I dreamed that the Atlanta Braves would win, and they did.
Jon Young, your instructor
4
Do you believe my dreams predict the future?
You probably recognized that I am being very selective in the evidence I offer to support my conclusion. I have referred to only two examples where my dreams seem to predict the future. But what about dreams that did not come true?
This simple example reveals at least three of the obstacles to critical thinking that we will explore in this module. 1) When I only look for evidence that confirms my pre-determined beliefs, I am engaging in motivated reasoning. 2) When I cite only the evidence that confirms my conclusion, we call this confirmation bias; 3) when I engage in confirmation bias, I am also ignoring contrary evidence.
5
Remember our definition of critical thinking
Remember: critical thinking is the systematic evaluation and formulation of beliefs, or statements (claims), by rational standards. We have said the goal of critical thinking is to help us become more effective in determining when it is reasonable to accept a claim as true, reject as false, or suspend judgment.
6
Evidence
For critical thinkers seeking to determine whether to accept, reject, or suspend judgment about a claim, the single most important consideration is evidence, which is “something that makes a statement more likely to be true.” (from textbook) Evidence comes in many forms, including eye-witness accounts, documents, recordings, information, numerical data, experimental studies. Regardless of the form it takes, evidence is open for evaluation and verification by others.
Critical thinkers seek to accept, reject, or suspend judgment based on the evidence. If we don’t look at evidence what will rely upon? Bias? Prejudice? What feels right? Emotions? Rumor? Innuendo? Wishful thinking?
7
Obstacles to Critical Thinking
This module/chapter warns us of the many ways we (certainly including me) either ignore or distort evidence.
Please note the difference between ignoring and distorting evidence. 1) Sometimes we simply ignore evidence: we believe what we want to believe simply because we want to believe it without any evidence, but other times 2) we may point to abundant evidence, but we distort it by an unfair, biased point of view.
Learning about these obstacles should help you identify them in your own thinking as well as in others and not be duped by them.
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Motivated Reasoning; Confirmation bias; ignoring contrary evidence
The source of many of our ways of ignoring or distorting evidence is motivated reasoning: reasoning that seeks only to confirm a predetermined conclusion.
When a District Attorney withholds exculpatory evidence about an accused person or when doctors ignore evidence contrary to their diagnosis, they are falling prey to motivated reasoning. How about you? When have you fallen prey to motivated reasoning?
Critical thinkers examine evidence that confirms and contradicts a conclusion before accepting that conclusion. It is difficult for us to seek evidence that contradicts my conclusions; critical thinking requires moral courage.
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Obstacles from Self-Interests
Some obstacles to critical thinking arise from self-interested thinking. There is nothing unreasonable about looking out for your self-interests, but what happens when self-interest is the ONLY thing you care about? The outcome is that you will distort evidence to serve your interests and ignore and dismiss evidence that does not conform to what you wish it to be.
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Obstacles from one’s group
Loyalty to one’s group can be an admirable quality unless it becomes a motive for distorting evidence to conform to what your group believes or to ignore or dismiss contrary evidence.
If you are so convinced that people from your family, region, nation, or culture are superior to all others, then you are likely to distort, ignore or distort evidence contrary to those pre-conceived beliefs.
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Social Media & False Consensus
Distorting, ignoring, or dismissing contrary evidence based on group loyalty is a special risk in a culture saturated by social media.
If you only pay attention to those who already share your beliefs, then you can be subject to the illusion of “false consensus,” that a particular belief or claim has much more widespread acceptance than is actually the case.
A statement that begins with something like “Everyody knows,: “it’s a well-know fact,” very likely expresses such a false consensus.
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Social Media: Mere Exposure Effect
We fall victim to the mere exposure effect when we hear a claim repeated so many times that we come to believe it is true. People have fallen prey to the mere exposure effect for as long as humans have been on earth, but social media greatly enhances our ability to repeat and transmit claims – true and false – many times, the risk of the mere explosure effect is increased.
If a hurricane strikes the coast of North Carolina, you will no doubt hear information about the hurricane from many different sources – in this case, mere exposure does not lead you astray – but you have confirmation from various sources and you can actually go to the coast and see for yourself that the claims.
Remember: the fact that a claim is repeated many, many timed does NOT make it true.
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Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Subjective relativism – This view holds that truth is always relative to the individual –what may be true for you is not true for me. Of course, we all have different tastes in food, music, clothing; “Pepperoni pizza is the best food in the world,” may be true for me but not for you. However, “Copying information from Wikipedia and claiming it as your own,” is not one that we could reasonably say that may be true for me, but not for you. The inherent risk of subjective relativism is that if we presume truth is simply what we each want it to be, then we will look only for evidence that confirms what we already believe and we will talk and listen to only those who already agree with us.
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Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Social relativism – This view holds that truth is always relative to a specific group or society. Of course, some actions considered “good manners” in one culture may be frowned upon in another culture. Indeed, different societies have different traditions that we should respect. Yet, to say that truth is only what a particular group says is true undermines the examination of evidence and reasons to support claims, statements, and beliefs.
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Philosophical Obstacles
Some obstacles to critical thinking come from philosophical-sounding points of view.
Philosophical Skepticism – holds that it is impossible to gain any knowledge. Later in this semester, we will discuss the importance of taking an attitude of “reasonable skepticism” regarding news, advertising, and social media. But philosophical skepticism in its extreme form denies that it is possible to know anything. Such a perspective dismisses evidence as important or relevant to seeking truth of knowledge.
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Obstacles to Critical Thinking
Chapter 2 will introduce you to more examples of these obstacles to critical thinking. What all of them share in common is the tendency to distort, ignore, or dismiss evidence.
If we persist in looking only at the evidence that supports what we already believe, or if we insist on ignoring evidence that contradicts what we already believe, or if we dismiss evidence as irrelevant to discovering truth and knowledge, then we will never become effective critical thinkers.
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These three philosophical obstacles are “self-defeating”
A theory is “self-defeating” if it is like the man sawing off the limb on which he is sitting. The limb will fall, but so will he.
If truth is totally subjective (subjective relativism) or relative to one’s society (social relativism) or impossible to know (philosophical skepticism), how would you ever prove the theory correct? If I say truth is entirely subjective and you say it is not, on what basis could I disagree with yousince I have already agreed that your truth and my truth may be different?
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In this module, you will:
Read Chapter 2 (Sections 2.1 – 2.5) in your electronic textbook.
Earn at least 6 of 10 points on the Quiz.
Complete a writing assignment.
Contribute to the Discussion, which is not graded, but is required to complete the module and move to the next one. The Discussion permits you to learn from other students and gives you an opportunity to earn bonus points. .
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Good luck!
Questions? Contact me through Canvas or at
[jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu).
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**criticalthinkingwk3.pptx**
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