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265 appendix IV What “Good” and “Poor” Thinkers Look Like Given the theoretical framework thus far presented, a picture of what a good and a bad thinker look like should be emerging. Precise images of what both a good thinker and a poor thinker look like are important, as they can serve as appetitive and aversive stimuli, respectively. These stimuli, in turn, will compete successfully, one hopes, with all the other influences that pressure us into thinking poorly. A GOOD THINKER • Figures out which questions are important to ask—i.e., is awake. •  Accesses as much relevant data/reasons as possible from as many angles as possible. • Assesses how the data/reasons bear on the question at hand. •  Judges which of competing answers are least plausible (are underpinned with faulty reasoning) or generates novel solutions in the face of untenable conflict. • Is prepared to abandon answers that are inadequate. •  Modulates confidence in proportion to the strength of the data/ reasons to which s/he has access. •  Understands that his or her fallibility requires that s/he always remain open to new data. • Puts “good thinker” at or near the top of identity characteristics. • Is moved by reasons. • Has an image of what good thinking looks like. 266 appendix IV A POOR THINKER • Asks very few questions. • Finds it hard to keep quiet when others are speaking. • Does not really listen to the point of view of others. •  Rarely tries to clarify what another person is trying to communicate. • Listens to others mainly to refute. • Becomes annoyed in a discussion when others disagree. • Finds complexity frustrating. •  Believes that everyone’s opinions are as good as everyone else’s. • Tends to accept what “important others” believe. • Is incapable of differentiating good from poor reasons. • Infuses opinions with an unwarranted amount of confidence. • Rarely backs down from his or her original position. • Sticks to positions through thick and thin. • Is not courageous in standing up for what s/he believes is right. • Is not courageous in following reasons where they lead. •  Does not think that agonizing over questions of value is important. • Does not think that living one’s values is important. ...

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