wescottc_HUM101_mod2
docx
keyboard_arrow_up
School
Colorado State University, Global Campus *
*We aren’t endorsed by this school
Course
101
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by CorporalDragon2858
Module 3: Cognitive Biases Essay
Chad Wescott
Colorado State University Global
HUM101-2
Critical Reasoning
Dr.
Katherine Olson
7 August 2022
1
2
Cognitive Biases Impact on Growth
In this essay I will be exploring how cognitive biases may impact my personal
and professional goals and aspirations. When evaluating this I also came to the
understanding that this will change as we age and mature. As we get older we look at
things differently because we have gained experience and knowledge.
The main biases that I think will may impact professional growth are choice
supportive bias, anchoring bias, and availability bias. I may have other bias, but the three
listed are the ones I believe I struggle with the most. Looking more indepth with each
Inert information, assumptions, and inferences.
To first understand the differences, I want to discuss the definitions first.
1.
Inert information: Inert information, we mean taking into the mind information
that, though memorized, we do not understand-despite the fact that we think we
do. (criticalthinking.org, 2022)
2.
Assumptions: An assumption is an unexamined belief: what we think without
realizing we think it. Our inferences (also called conclusions) are often based on
assumptions that we haven't thought about critically (McClellan, 2016).
3.
Inferences: To make a judgment because we are cognisant of other truths as
providing a justification for it is known as inferring (Neta, 2013)
When researching the three items above, the critical difference is how we interpret
information. Inert information is the knowledge we have memorized but cannot apply
effectively. An example of this is understanding how an automobile runs. Most know what that
engine runs on fuel but do not really comprehend the internal combustion engine and the
components.
3
Assumption is interpreting information from our past experiences. The difference here is
that we are assuming our facts are correct. The information we base our assumption on could be
wrong or new information is available. You could almost consider conspiracy theories as
assumptions. An excellent example was when I was in grade school; Pluto was considered a
planet. In 2006 the International Astronomical Union updated the definition of the planet. This
update removed Pluto from the planet listing.
Inference: Similar to assumptions, the inference is based on our experience. The
difference is that we know our expertise is based on truth or facts. This could have been from
performing some form of research or witnessing something being performed. An excellent
example is when arriving home with all the lights on. We can infer that someone is in the house.
All three of these have a place in understanding critical thinking. However, each has pros
and cons that we must be mindful of. In my opinion, assumptions can be the most dangerous and
misleading. When applying assumptions, we often involve a large amount of emotion. This can
have a negative influence on our critical thinking.
Activated Ignorance and Activated Knowledge
Activated ignorance and activated knowledge is a challenging topics to compare. Both
refer to taking in information and using it actively. The difference is that one is known as false
information, and the other is factual. We believe both to be accurate, but only one is. Active
ignorance is incorrect information that we choose to believe. Perhaps this could be a simple thing
like I only weigh x amount, but I know the absolute truth is much more. It could also be as
dangerous as believing that you can adequately operate a piece of construction equipment that
you have never used.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
On the other side, we have activated knowledge. With this type of information, we know
that the information is correct. The plus side of activated knowledge is that it typically leads to a
search for more knowledge and understanding. In my opinion, this is one of the best forms of
knowledge. Learning something new can actively inspire a person to search out more this is a
lifelong win.
This is where the challenge for me comes in. How do you separate the positive from the
negative? Activated knowledge seems like a straightforward positive, but what if you can not
inspire the person to seek this out? With activated ignorance, it would appear this is always
negative, but it could be a great motivating technique. For example, when runners train, they
know their times and pace. Actively thinking that you are faster than your regular times can help
push a person to achieve more.
Conclusion
This essay only discusses a couple of skills that we use daily to perform critical thinking.
Some we may even use without knowing that we are. The assumption would be the primary one
we often do not know we are actively using. Assumptions can be made on several things, but I
believe that emotion is the primary influencer. We assume things are dangerous or perhaps taste
good without having any fundamental knowledge. This leads me to my final point. We need to be
more aware of the skills we use and how we apply them. Continually challenging our thought
process and evaluation methods is the only way we can improve.
5
References
https://www.criticalthinking.org/pages/distinguishing-between-inert-information-activated-
ignorance-activated-knowledge/488#:~:text=By%20inert%20information%2C%20we
%20mean,believe%20they%20understand%20the%20concept
.
McClellan, S. (2016). Teaching critical thinking skills through commonly used resources in
course-embedded online modules.
College & Undergraduate Libraries
, 23(3), 295–314.
https://doi.org/10.1080/10691316.2014.987416
.
Neta, R. (2013). What Is an Inference?
Philosophical Issues
, 23, 388–407.