iii. INTELLECTUALIZATION -- "I'll wait until it is totally safe

before I do anything. I'll continue to research the problem." iv. DISPLACEMENT -- racial prejudice, cynicism, sarcasm. 4. REPRESSION -- "This is now not important enough to spend time on. I can't even remember why it was once important."

* * * * *

Interpersonal Problem Solving.

1. Aristotle. _Rhetoric and the Poetics_. F. Solmsen, ed. New York: The Modern Library, 1954.

2. Magid, Ken and Carole A. McKelvey. _High Risk: Children without a Conscience_. New York: Bantam Books, 1987.

3. Maslow, A. H. _Motivation and Personality_. New York: Harper and Row, 1954.

4. MacLean, Paul. _Triune Concept of the Brain and Behavior_. Toronto: University of Toronto Press, 1973.

5. Sagen, Carl. _The Dragons of Eden_., New York: Ballantine Books, 1977.

6. Vygotsky, Lev. _Thought and Language_. Cambridge: MIT Press, 1962.

7. A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 1: The Cognitive Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956.

8. Kohlberg, Lawrence. "Moral Education for a Moral Transition." _Educational Leadership_ 32 (October 1975): 46-54.

9. Magid, Ken and Carole A. McKelvey. _High Risk: Children without a Conscience_. New York: Bantam Books, 1987.

10. _Unmasking the Psychopath -- Antisocial Personality and Related Syndromes_. William H Reid, Darwin Dorr, John I. Walker, Jack W. Bonner, eds. New York: W.W. Norton, 1986.

11. Cline, Foster. _Understanding and Treating the Severely Disturbed Child_. Evergreen, CO: Evergreen Consultants in Human Behavior, 1979.

12. Handbook for Boys. New York: Doubleday-Page and Co., 1911.

* * * * *

APPENDIX 1

Outline Styles

1. A. 1. a. b. 2. B. 2. 3.

I. i. ii. iii. II. III. IV.

APPENDIX 2.

Persuasive Argument Form.

First establish topic, audience, and personal position. Then gather information and organize the argument.

1. Introduction. Establish friendly intentions with the audience by using a sincere complement. State the topic of the argument. State your personal position. State three points you intend to make in the argument. Arrange these points (A) second best point, (B) weakest point, (C) strongest point. This is known in the study of rhetoric as the Nestorian Order. It achieves interest at the beginning and finishes strong.

2. The Body. A. The first point, but the second best argument. 1. First example illustrating point A. 2. Example 2. 3. Example 3. B. The second point and the weakest point 1. The first answer to the audience's anticipated question about some weak point. 2. Answer 2 3. Answer 3 C. The third point and the strongest. 1. First example illustrating point C 2. Example 2 3. Example 3

3. The Conclusion: Restate your position to the topic. Restate your reasons in the same order as in the introduction and body: A, B, C. Introduce a fourth benefit from taking the position and make it a personal, human interest benefit to leave the audience in a good frame of mind.

APPENDIX 3

Argumentative Fallacies

Deductive reasoning is stating a series of valid relationships with a reasonable conclusion. When it rains the streets get wet. It is raining. Therefore the streets are wet.[1]

Several reasoning fallacies exist: (1)formal deductive fallacies, which occur because of an error in the form of the argument, and (2) informal false content fallacies.

(1) A formal deductive fallacy might switch a premise with the conclusion:

The streets are wet. When it rains the streets get wet. Therefore it is raining.

This conclusion is fallacious because there are other reasons that could have caused the street to be wet: snow melt, a street sweeper, etc.

(2) Several informal false content fallacies are: Logic errors:

* The "straw man" deception.

This is deceptive attack on an opponents position using a similar but different position.

"The President states that he is a 'Peace' president, but will help those in need. No doubt he will withdraw the NATO peace keeping force from Bosnia and send them to Somalia to assist with the famine relief."

What the president meant to say was that he will seek all reasonable diplomatic solutions to international aggression but will not abandon international treaties and will assist other nations with military forces.

* The "false dilemma" deception.

This deception often presents an argument so horrible that it is an unacceptable alternative, and the speaker's argument is presented as the only alternative.

"Ebola virus has been accidentally released in Merryman Corporation research facility in Maryland. One way to destroy it is to drop a nuclear bomb on the facility. Another alternative is to accept the proposal of the Paladin Corporation to take over supervision of the contract granted to the Merryman Corporation. Paladin estimates that they can decontaminate it with lethal gas for a mere ten million dollars."

* The "domino theory" deception.

The domino theory deception makes the claim that if one thing happens another will invariably follow.

"If South Vietnam falls to the Communists, every other nation in Southeast Asia will follow, including Australia."

* The "two wrongs make a right" deception.

"It is all right to execute prisoners because South Africa does it too."

Emotional tactics.

* The "attack the speaker" diversion.

This fallacy is known as the Ad Hominem fallacy.

"The mayor proposes opening a day care center for city hall employees. The mayor was once divorced. The mayor is not competent to make family decisions."

The mayor's willingness to please his employees and his administrative competence are diverted with a personal attack.

* The "commonly accepted practice" deception.

This deception often is designed to make an action seem biased or prejudicial.

"It is common practice to replace computers in business every five years. The military even has a policy to that effect ."

* The "appeal to pity" tactic.

"If welfare recipients are required to work, many recipients will not be able to watch television as much."

* The "infallible truth or cliche" deception. "This meal is not well seasoned. Too many cooks spoil the soup."

The emotional tactics often include cynicism or sarcasm and are used to belittle the other person. The emotional tactics are often used to make another person feel worthless and unloved.

* * * * *

Argumentative Fallacies.

1. Critical Thinking and Reasoning: A Handbook for Teachers. Albany: The University of the State of New York, 1976.

* * * * *

REFERENCES.

Research Skills.

Edwards, Betty. _Drawing on The Right Side of The Brain_. Los Angeles: Tarcher, Inc., 1979.

Lucas, Jerry and Harry Lorayne. _The Memory Book_. New York: Ballantine Books, 1974.

Mindil, Phyllis. _Power Reading_. Englewood Cliffs, NJ: Prentise Hall, 1993.

Minninger, Joan. _Total Recall -- How to Boost Your Memory Power_. Emmaus, Pa: Rodale Press, 1984.

_Neural mechanisms of learning and memory_. Mark R. Rosenzweig and Edward L. Bennett, eds. Cambridge, Mass. MIT Press, 1976.

Robinson, Francis P. _Effective Studying_. 4th ed. New York: Harper and Row, 1970.

Spense, Jonathan D. _The Memory Palace of Matteo Ricci_. New York: Penquin Books, 1984.

Spitzer, Herbert F. "Studies in Retention." _Journal of Educational Psychology_. Vol. XXX (Dec. 1930) No. 9.

* * * * *

Practical Problem Solving.

_Aristotle. Rhetoric and the Poetics_. F. Solmsen, ed. New York: The Modern Library, 1954

Beyer, Barry K. "Developing a Scope and Sequence for Thinking Skills Instruction." _Educational Leadership_ 45 (April 1988): 26-30.

"Classifying Fallacies Logically", Ludwig F. Schlecht, _Teaching Philosophy_, March, 1991, 14:1, p.53-65

A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 1: The Cognitive Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956.

A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 2: The Affective Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956.

_Critical Thinking and Reasoning: A Handbook for Teachers_. Albany: The University of the State of New York, 1976

Gingerick, Owen. "The Galileo Affair." _American Scientific_. August, 1982, #247, p.132-138.

Maslow, A. H. _Motivation and Personality_. New York: Harper and Row, 1954.

* * * * *

Fallacies.

"Classifying Fallacies Logically", Ludwig F. Schlecht, _Teaching Philosophy_, March, 1991, 14:1, p.53-65

Pospesel, Howard. _Argument -- Deductive Logic Exercises_. Englewood Cliffs, New Jersey: Prentice-Hall, 1971.

Critical Thinking and Reasoning: a handbook for Teachers. Albany: SUNY, 1976.

* * * * *

Developing a Solution.

Gardner, Howard. _Frames of Mind: The Theory of Multiple Intelligences_. New York: Basic Books, 1983.

* * * * *

Leadership Styles.

Fiedler, Fred E. "The Trouble With Leadership Training Is That it Doesn't Train Leaders." _Psychology Today_ 6 (February 1973): 23-30.

Goodall, H. Lloyd, Jr. _Small Group Communications in Organizations_. 2nd ed. Dubuque, IA: Wm. C. Brown, 1990.

Schultz, Beatrice G. _Communicating in the Small Group -- Theory and Practice_. New York: Harper and Row, 1989.

Tannenbaum, Robert and Warren H. Schmidt. "How to Choose an Leadership Pattern." _Harvard Business Review_ 36 (March-April 1958): 95-101.

Wood, Julia T. "Leading in Purposive Discussions: A study of Adaptive Behavior." _Communications Monographs_ 44(June 1977): 152-165.

* * * * *

Interpersonal Problem Solving.

A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 1: The Cognitive Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956.

Cline, Foster. _Understanding and Treating the Severely Disturbed Child. Evergreen_, CO: Evergreen Consultants in Human Behavior, 1979.

Cline, Foster. _Learning Disorder and School Problems_. Evergreen, CO: Evergreen Consultants in Human Behavior, 1979.

_Critical Thinking and Reasoning: A Handbook for Teachers_. Albany: The University of the State of New York, 1976.

_Give Them Roots, The Let Them Fly: Understanding Attachment Therapy_. Carole A. McKelvey, ed. Evergreen, Colorado: The Attachment Center at Evergreen, Inc., 1995

Kohlberg, Lawrence. "Moral Education for a Moral Transition." _Educational Leadership_ 32 (October 1975): 46-54.

MacLean, Paul. _Triune Concept of the Brain and Behavior_. Toronto University of Toronto Press, 1973.

Magid, Ken and Carole A McKelvey. _High Risk: Children without a Conscience_. New York: Bantam Books, 1987.

Maslow, A. H. _Motivation and Personality_. New York: Harper and Row, 1954.

Sagen, Carl. _The Dragons of Eden_. New York: Ballantine Books, 1977.

_Unmasking the Psychopath -- Antisocial Personality and Related Syndromes_. William H Reid, Darwin Dorr, John I. Walker, Jack W. Bonner, eds. New York: W.W. Norton, 1986.

Vygotsky, Lev. _Thought and Language_. Cambridge: MIT Press, 1962.

* * * * *

Dealing With Interpersonal Conflict.

Bobhoeffer, Dietrich. _The Cost of Discipleship_. New York: Macmillan, 1963.

_Handbook for Boys_. New York: Doubleday-Page and Co., 1911

Kubler-Ross, Elisabeth. _Death: The final stage of growth_. Englewood Cliffs, N.J. Prentice-Hall, 1975.

Saotome, Mitsugi. _The Principles of Aikido_. Boston: Shambhala, 1989.

Stevens John. _Abundant Peace -- the Biography of Morehei Ueshiba, the founder of Aikido_. Boston: Shambhala, 1987.

Stevens, John. _The Secrets of Aikido_. Boston: Shambhala, 1995

Turnbull, Stephen. _Samurai Warriors_. London: Blandford Press, 1987.

* * * * *

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Beyer, Barry K. "Developing a Scope and Sequence for Thinking Skills Instruction." _Educational Leadership_ 45 (April 1988): 26-30.

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Bobhoeffer, Dietrich. _The Cost of Discipleship_. New York: Macmillan, 1963.

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Mindil, Phyllis. _Power Reading_. Englewood Cliffs, NJ: Prentise Hall, 1993.

Minninger, Joan. _Total Recall -- How to Boost Your Memory Power_. Emmaus, Pa: Rodale Press, 1984.

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Pospesel, Howard. _Argument -- Deductive Logic Exercises_. Englewood Cliffs, New Jersey: Prentice-Hall, 1971.

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Saotome, Mitsugi. _The Principles of Aikido_. Boston: Shambhala, 1989.

Schiever, Shirley W. _A Comprehensive Approach to Teaching Thinking_. Boston: Allyn and Bacon, 1991.

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Schultz, Beatrice G. _Communicating in the Small Group -- Theory and Practice_. new York: Harper and Row, 1989.

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Entire Periodical Issues Devoted To Critical Thinking:

_Educational Leadership_ 42 (September 1984).

_Educational Leadership_ 42 (May 1985).

_Educational Leadership_ 45 (April 1988).

_Educational Leadership_ 46 (September 1988).

_Journal of Teacher Education_ 40 (March-April 1989).

_Language Arts_ 64 (February 1987).

_Teaching Philosophy_ 14 (March 1991).

* * * * *

Index

Ad hominem fallacy Aggression Aikido Anger Appeal to pity fallacies Argument Argumentative fallacies Aristotle Arrogance Association Authoritarian leadership style Axon Bible Brain cells Brainstorm Cause and effect fallacies Circular argument Circularity fallacies Commonly accepted practice fallacies Compromise Compulsion Compulsive spending Credibility fallacies Cynicism Decision making Deductive fallacies Deductive reasoning Diplomacy Displacement Distortion Domino theory fallacies Either/or fallacies Emotional fallacies Emotional tactics Enablers Everyone rule Exaggeration Experimentation External conflict FALL False content fallacies False dilemma fallacies Fear Forgetfulness Free association Frustration Gambling Generalization fallacies Gestation Glial sheath God Grief process Guilt by association fallacies Hobbies Hypothetico-deductive reasoning Impulsiveness Infallible truth fallacies Intellectualization Internal conflict Interpersonal conflict Interpersonal relationships King Arthur Knight's code Knight's laws Knight's motto Kohlberg Leadership Left brain Limbic system Loaded language fallacies Logic Logic errors Logic fallacies Loneliness Love MacLean Manpower Maslow Memorization Memory Memory loss Middle Ages Name calling fallacies Neo-cortex Nerve cell Nestorian order Outlining Persuasive argument Persuasive fallacies Problem solving Project calendar Projection Proverbs Rapid reading Reaction formation Recall Regression Relaxation Religion Repetition Repression Reptilian brain Retreat Right brain Samurai Sarcasm Self-starters Single cause fallacies Snob appeal fallacies Sociopath Soldiers Solomon SQ3R Straw man fallacies Stream of consciousness. See brainstorm Sublimation Subordinate Substance abuse Synapses Synthesis Teacher Teacher leadership style Teamwork leadership style Ten Commandments Thinking skill Triune brain Two wrongs make a right fallacies Unattached Use of force Values Work ethic Zen Buddhism