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Anarcritical, Question about form, Case, question about content (does it…

- - - - rather than (focusing on) trying to confirm a hypothesis, which can lead to confirmation bias, we should try to refute competing hypotheses. By finding information that invalidates hypotheses, we are able to find hypothesis that minimize the margin for error.
      - Ideology as a tool for abduction
        
        As part of our "process of elimination" towards useful conclusions, our ideology (which should be clarified using the same orientation on deep thinking) will help us ground ourselves. At a baseline, the concepts of "anti-authoritarianism/autonomism", "anticoloniality", "transfeminism", "disability justice", and "critical/social (ethno)ecology" should animate the work that we do, and the solutions that we craft.
      - example
        
        All apples are fruits (rule) [background info]
        
        a granny smith is a fruit (result)
        
        a granny smith is an apple (case)
    - - example
        
        all apples are fruits (rule)
        
        a granny smith is an apple (case)
        
        a granny smith is a fruit (result)
    - - example
        
        A granny smith is an apple (case)
        
        a granny smith is a fruit (result)
        
        all apples are fruits (rule)
    - - Level 1: What Kind of Argument is it?
        
        Deductive
        
        Level 2: If the premises are true, is the conclusion true?
        
        Deductive
        
        Valid
        
        a binary between (it is either)
        
        1 more item...
        
        Invalid
        
        Inductive
        
        Strong
        
        there is a gradient or spectrum (an argument can be more or less strong/weak)
        
        1 more item...
        
        Level 3: Are premises actually true?
        
        3 more items...
        
        Weak
        
        abductive
        
        Inductive
        
        Abductive
- - - - critical thinking
        
        Investigation and Reasoning (bread and butter of critical thinking)
      - Deep thought
        
        Concentration, Dialogue(as in dialogical process), and Dialectics (as in dialectical process)
        
        One dialogues with the text itself, asking questions, making notes, and drawing connections to other readings. One also communicates with peers about the text. During those exchanges, evaluation occurs. The critical reader is not required to agree with an author, but the reader should understand and consider the soundness of the premise, argument, perspective, evidence, and conclusion of the author. Any question can unearth a new depth in dialogue; however, African deep thinkers center African and African diasporic cultures and interests in their questioning and their analyses
        
        good to know the diﬀerences between truth (which is subjective) and fact (which is objective), fact and opinion (which are expressions of taste or preference), and opinion and analysis (which are informed examinations)
        
        Truth: conditional validity, can be rationally arrived at and rationally argued against
        
        inductive arguments are built upon these, though can include facts as well, depending on the complexity of the argument
        
        Fact: valid irrespective of people's opinons
        
        deductive arguments need these, as they act as universal rules
        
        Opinion: personal tastes or preferences
        
        analysis: informed examinations
        
        questioning, pondering, and searching for truth, answers, and possibilities grounded in and employing an African-centered perspective
      - Soul (Individual and Collective) [What I might call ego], and African (diasporic) cultures and philosophies/Worldview
        
        In African worldviews, the individual and collective should compliment each other in all that they do. education provides individuals with the spiritual and moral foundation from which they act- this ties into the soul of an individual, which is the thing given from creation that makes someone a unique individual, from their life to their personality to their destiny/purpose. When thinking deeply, Africana scholars dialogue with the soul, and the subject they investigate becomes a part of them. Their act is more than an intellectual exercise or a scholarly project; they learn about matters that are central to both individual and community wellbeing. Therefore, applying African cultural values in African deep thinking result in altruistic analyses and conclusions. For the collective, education serves as creating social cohesion through culture → group concerns central to this in sociocultural, political and economic contexts, where culture is the mediating factor for that cohesion
      - learning process
        
        (1)observation (2) imitation (3) emulation (4) participation in development (of understanding, skills and knowledge)
- - - - Rule
        
        deduction
        
        abduction