1 Dr Chan Ho Mun Associate Professor Department of Public and Social Administration City University of Hong Kong 30 November, 2007

2 Course Team in Semester B, 2007/08 Dr. Chan Ho Mun (Course Leader) Tel: ; sachm Dr. Hektor Yan Tel: ; hktyan Dr. Wan Shun Chuen Tel: ; wan.shunchuen

3 The importance of Thinking A man who will not reason about anything is no better than a vegetable. — Aristotle I think, therefore I am. — Descartes 學而不思則罔 (Those who study but do not think will be perplexed.) — 孔子 (Confucius)

4 Course Aims Enhance students’ ability to think rationally and creatively. to have a philosophical reflection on the nature of rationality and creativity, and their relationship.

5 Traps of Reasoning Humans have a built-in capacity to think well in simple cases. This course aims to train students to think better. Many people can see that the following is a good argument: Elephants are mammals. Mammals are warm-blooded. So, elephants are warm-blooded. Yet we are often misled or entrapped by our own thoughts and fall into traps of reasoning.

6 Traps of Reasoning Sometimes when we make mistakes, we may know what is wrong and why. Knowledge is power. Power corrupts. So, knowledge corrupts. The word “power” is ambiguous.

7 Traps of Reasoning Sometimes we know that something is wrong but cannot figure out why. The more you learn, the more you forget. The more you forget, the less you know. So, the more you learn, the less you know.

8 Traps of Reasoning Sometimes we do not even know that we are wrong. Many people rationalize their addictive behavior by the following: If I could quit today, I could have quit yesterday. I could not do so yesterday. So, I could not quit today.

9 Traps of Reasoning The above argument looks so similar to the following good one: If it rains, the roads are slippery. The roads are not slippery. So, it is not raining.

10 Learning Outcomes Identify the common traps (fallacies and biases) in reasoning. Acquire the basic principles of rational thinking and their applications. Develop an understanding of the nature of rationality.

11 We are Our Own Enemies Our mind-sets hinder ourselves to think critically and creatively. Without lifting your pen, link up all the following dots with four straight lines. ●●●

12 ●●●●●●●●●●●●●●●●●●

13 Creativity What is creativity? Can it be taught and learned? Is this creative? (Furry Teacup by Méret Oppenheim)

14 The paradox of creativity To bring into being or to form out of nothing. How is it possible? The paradox of creation How is God ’ s creation possible? If He creates the world out of some materials (building blocks), He is not the ultimate creator. If He creates the world out of nothing, how is creation possible?

15 Learning Outcomes Develop an understanding of the nature of creativity. Appreciate different styles and models of creative thinking. Improve their creativity in problem solving and the pursuit of knowledge.

16 Higher-order Thinking The thinking methods introduced in this course are applicable across different domains of knowledge and practical reasoning. Example: Analogical Reasoning Scientists discovered or understood properties of sound waves by observing water waves. Is Vietnam another China? Is this war another Vietnam War?

17 A Course Very Suitable for General Education The subject matter of this course neither confines nor is applicable to a single discipline, but crosses different disciplines. The first learning outcome of GE is to help students “develop communicative competence, critical and creative thinking, quantitative reasoning, and problem-solving skills.”

18 Course Website More thinking puzzles and information about the course are available at: 06/students/ge/ge_prospective.shtml