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Common Misconceptions of Critical Thinking

Prepare: Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,

Read the articles

Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet
Watch the videos

Fake News: Part 1
Critical Thinking
Review the resources

Critical Thinking Skills
Valuable Intellectual Traits
Critical Thinking Web
Reflect: Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.

Write: For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.

Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see In-Text Citation Helper) and references (see Formatting Your References List).

Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.

Sample Solution

As indicated, the focus of this paper will be narrowed down to the challenge of youth unemployment. To effectively take on this it is useful to begin with definition of the concepts of ‘youth’ and ‘unemployment.’ The paper adopts the definition espoused by the World Bank on youth unemployment which is: ‘the share of the labour force aged between 15 and 24 without work but available for and seeking employment’ (World Bank Development Indicators 2007). However, countries have been found to use their own definition of youth depending on cultural, institutional and political considerations. South Africa’s National Youth Policy (2009-2014) defines the youth age group as being between the ages of 15 and 35 years old. The motivation for the expansion of the age group range is based on historical political imbalances citing that the fruits of democracy have not as yet reversed these imbalances (National Youth Commission act no 16 of 1996). Interestingly, in policy positions the South African government differentiates between 15-24 year olds and 25 -35 year old. This differentiation is useful to the extent that it does allow for some comparison along international benchmarks. Definitions aside; South Africa has a youth unemployment crisis. When compared with its emerging market peers this crisis is glaring. If the employment ratio, which is the proportion of the working age population, is taken into consideration, South Africa falls short of its emerging market peers especially within the BRICS bloc (Blumenfeld 2012). In China, employment attracts 71% of the working age population, 65% in Brazil which slightly above Russia’s 57’% and India’s 55%. These numbers are a stark contrast to South Africa’s 40.8%. Outside of the BRICS comparison, according to Blumenfeld (2012) the average employment ratio across 19 emerging markets is 56%. This picture worsens when the youth segment (15-24 year-olds) is honed in on. South Africa’s youth employment ratio is 12.5%. This means that one in eight young people in South Africa are employed, this compared with 36% across emerging markets (Blumenfeld, 2012). There are a number of considerations that must be made when taking on the youth unemployment crisis in South Africa. In addition to the employment ratio referred to above, the participation rate is important and is often referred to as the expanded or inclusive definition of unemployment (Ozler, 2007). This is the proportion of the population that includes job seekers who are currently unemployed but consider themselves as part of the labour force. The numbers show that South Africa’s youth participation rate also lags behind the emerging market average of 42% coming in at 24.4% (Blumenfeld 2012; Ozler 2007; Bhorat 2001). Simply put, three out of every four young people do not regard themselves as part of the labour force.
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