The paper argues that logical reasoning is what constitutes critical thinking because reasoning is normative, and logic provides a norm for reasoning. If a logical way of thinking is simply the same thing as reasoning, then the only limit or constraint of reasoning is the nature of the (logical) “rule” the kind of which is engaged with the practice of reasoning; rather than with either a component of social context or a com- ponent of a purely non-inferential or “immediate” perception (...) of a situation which is called sensitivity toward an object alone. However, such components are built into my analysis of what “reasoning” is. An approach to critical thinking being employed here is “an agent-based approach”. This paper also aims to pave the way for a further discussion on the limit of reasoning in a way that is relevant to the question of how critical thinking or reasoning should be taught in higher education. (shrink)

The use of language in hate speech is understandably offensive. Though words do not kill, they convey an alarming message that can harm the victim. To understand how words can harm, it is necessary to understand the nature of the meaning of pejoratives or slurs that are used in hate speech. Pejoratives are undeniably offensive. However, they are puzzling as they can be used in two directions, namely, the offensive power preservation and the offensive power destruction. This paper proposes that (...) the direct reference theory of pejoratives can solve the puzzle. A characterization of pejoratives is that it has the property of immediacy. They refer directly to the object of speech. Grounding on a shared context, any descriptions are unnecessary for understanding the offensive message of pejoratives. In this sense, pejoratives have indexical content as it is context-sensitive. The kind of indexical content that pertains to pejoratives is action-oriented. However, its object of reference is empty. In discussing pejoratives that are used in hate speech, some examples of Thai slurs are shown. (shrink)

This research paper aims to study analogy as a comparative thinking and to investigate whether it is justified in claiming that an analogical thought has cognitive content. Two theories in cognitive science claim that analogy has cognitive content. The first one is called the weak view of analogy in cognition, e.g. the works of Gust et al. (2008), Lakoff & Johnson (1980), Hesse (1950), Black (1955); and the second one is called the strong view of analogy in cognition, e.g. the (...) works of Hofstadter (2001), Hofstadter& Sanders (2013). According to the weak view, analogical thought is only a necessary condition of cognition. But for the strong view, analogy is both necessary and sufficient of cognition. Regardless of the differences, both theories are not justified in claiming analogical content. While the weak view cannot provide an account of the perceptual aspect of content, the strong view suffers from the lack of normative constraint for analogical content. -/- Keywords: analogy, comparative thinking, concept, cognitive content, philosophy of cognitive science . (shrink)