Chapter 1. Introducing Critical Thinking and Philosophical Inquiry
Practice Exercises: Chapter 1
Group 1: The Branches of Philosophy
Match each philosophical question with its corresponding branch: Metaphysics, Epistemology, Logic, or Axiology (Ethics/Aesthetics).
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“What is the nature of the self? Is there a part of me that exists beyond my physical body?”
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“How do we know the difference between a ‘justified belief’ and a ‘lucky guess’?”
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“Is it always wrong to tell a lie, or can a lie be justified if it prevents a greater harm?”
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“What are the specific rules that make an argument valid or invalid?”
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“Is ‘beauty’ something that exists in the object itself, or is it entirely in the eye of the beholder?”
Group 2: Statements vs. Non-statements
Identify whether each of the following is a Statement (an assertion that can be true or false) or a Non-statement (questions, commands, or exclamations).
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“Philosophy is the most ancient academic discipline.”
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“Go to the library and check out a book on Socratic irony.”
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“What time does the Critical Thinking lecture begin at Green River College?”
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“Wait, I didn’t mean to delete that file!”
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“The Pacific Ocean is the largest body of water on Earth.”
Group 3: Arguments vs. Explanations
Determine if each passage is an Argument (intended to prove that something is the case) or an Explanation (intended to show why/how something is the case).
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“The plant died because it didn’t get enough sunlight while we were on vacation.”
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“You should eat more vegetables because they provide essential vitamins and minerals for your health.”
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“The lights went out because a transformer blew down the street during the storm.”
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“We should invest in renewable energy, for it is the only way to ensure long-term environmental sustainability.”
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“I am majoring in Philosophy because I want to develop my ability to think clearly about complex issues.”
Group 4: Identifying Premises and Conclusions
For each argument, identify the Conclusion (the claim being supported) and the Premise(s) (the reasons given for the claim).
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“Since all men are mortal and Socrates is a man, Socrates is mortal.”
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“The movie must be good. It received five-star reviews from every major critic.”
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“It is going to rain today; the sky is dark and the barometer is falling.”
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“We must increase school funding, for education is the backbone of our economy.”
Group 5: Indicators and Inference
Identify the Indicator Word in each sentence and determine if it is a Conclusion Indicator or a Premise Indicator.
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“I think, therefore I am.”
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“Because the ground is wet, it must have rained recently.”
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“You didn’t study for the exam; consequently, you performed poorly.”
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“Given that all mammals have hair, a hairless mammal must be an exception to the rule.”
Answer Key
Group 1
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Metaphysics (Deals with the nature of reality and the self).
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Epistemology (Deals with the nature and limits of knowledge).
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Axiology / Ethics (Deals with moral value).
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Logic (Deals with the rules of reasoning).
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Axiology / Aesthetics (Deals with the nature of beauty).
Group 2
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Statement (Asserts a fact).
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Non-statement (A command).
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Non-statement (A question).
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Non-statement (An exclamation).
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Statement (Asserts a fact).
Group 3
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Explanation (Assumes the plant is dead and explains the cause).
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Argument (Gives a reason to adopt a specific behavior/belief).
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Explanation (Shows the cause of a known event).
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Argument (Provides support for a specific policy claim).
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Explanation (Explains the motivation for an action already taken).
Group 4
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Conclusion: Socrates is mortal. Premises: All men are mortal; Socrates is a man.
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Conclusion: The movie must be good. Premise: It received five-star reviews from every major critic.
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Conclusion: It is going to rain today. Premises: The sky is dark; the barometer is falling.
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Conclusion: We must increase school funding. Premise: Education is the backbone of our economy.
Group 5
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Therefore (Conclusion Indicator).
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Because (Premise Indicator).
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Consequently (Conclusion Indicator).
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Given that (Premise Indicator).
