Colorado State University Humanity Effective Reasoning Critical Analysis Essay Using the concepts learned through the readings and interactive lecture page

Colorado State University Humanity Effective Reasoning Critical Analysis Essay Using the concepts learned through the readings and interactive lecture pages, write a critical analysis essay that answers two (and only two) of the following prompts or questions:

Describe the differences among inert information, assumptions, and inferences. Describe an assumption that you have made in the past that had important consequences.
What is the difference between activated ignorance and activated knowledge?
Why does critical thinking demand high levels of intellectual autonomy?
Why are concepts, theories, and ideas central to good critical reasoning?

Your essay should include a brief introduction and a conclusion that sums up your ideas.

Requirements:

Cite all claims and ideas using scholarly sources. For this assignment, you may use the first person.
Include at least one scholarly source that can be one of the required or recommended reading for this course. Or find a credible source in the CSU Global Library (Links to an external site.).
Your paper should be 4-5 pages in length (not including the title page and reference page). Format your paper according to the CSU Global Writing Center (Links to an external site.).
Include a title and reference page.

You may wish to review the APA Template Paper (Links to an external site.) for help formatting your essay according to the requirements. If you need assistance with your writing style or you need writing tips or tutorials, visit the CSU Global Writing Center (Links to an external site.). Review the grading rubric to see how you will be graded for this assignment. References
Elder, L., & Paul, R. (2007). Critical thinking model. The Foundation for Critical Thinking. Retrieved from
http://www.criticalthinking.org/ctmodel/logic-model1.htm
Elder, L., & Paul, R. (2013). Critical thinking: Intellectual standards essential to reasoning well within every domain of thought. Journal of
Developmental Education, 36(3), 34–35.
Fair. (n.d.). In Merriam-Webster.com. Retrieved from https://www.merriam-webster.com/dictionary/fair
Fairness. (n.d.). In Merriam-Webster.com. Retrieved from https://www.merriam-webster.com/dictionary/fairness
Hicks, D. (2014). Dignity is the last stop. Ikeda Center for Peace, Learning and Dialogue. Retrieved from
https://www.ikedacenter.org/thinkers-themes/thinkers/interviews/hicks-one
Hicks, D. (2016). A culture of indignity and the failure of leadership. Humanistic Management Journal, 1(1), 113-126.
Holmes, R. (2015). Enchantress of abstraction: Richard Holmes re-examines the legacy of Ada Lovelace, mathematician and computer
pioneer. Nature, 525(7567), 30.
Hyun-Jung, L. (2017). Thinking style across cultures: An interview with Richard Nisbett. Cross Cultural & Strategic Management, 24(1), 99104.
Nails, D. (2018). Socrates. The Stanford encyclopedia of philosophy. Retrieved from
https://plato.stanford.edu/archives/spr2018/entries/socrates/
Office of the Ombudsperson. (2019). What is fairness? Retrieved from http://uvicombudsperson.ca/guides/fairness/
Paul, R., & Elder, L. (2006). The miniature guide to critical thinking concepts and tools. Retrieved from
http://www.criticalthinking.org/files/Concepts_Tools.pdf
Paul, R., & Elder, L. (2012). Critical thinking: Tools for taking charge of your learning and your life (3rd ed.). Boston, MA: Pearson.
Perkowitz, S. (2017). E = mc2. Encyclopedia Britannica. Retrieved from https://www.britannica.com/science/E-mc2-equation
Prejudice. (n.d.). In Merriam-Webster.com. Retrieved from https://www.merriam-webster.com/dictionary/prejudice

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