Difference Between Critical Thinking And Reasoning

Critical thinking and reasoning is our ability to analyze a particular instance and assess the meaning behind it. The practice of critical thinking stems from the concept that, in order to assess an ideal’s real meaning, it is best to analyze it at a deeper level. This practice of critical thinking and reasoning branches off into the ideals found in higher education. It has been established that, throughout one’s path in higher education, critical thinking and reasoning are necessary elements in order to provide a proper educational experience. However, recent studies show that higher education facilities, such as colleges and universities, now have issues regarding the process of critical thinking, specifically the delivery of such events …show more content…
The foundation of higher education stems from one’s ability to critically think and analyze different situations and topics that arise throughout one’s educational experience. However, many people believe that trigger warnings stunt this ability and, thus, negates the purpose of a college education. This is the ideal shown throughout authors Greg Lukianoff and Jonathan Haidt’s “The Coddling of the American Mind”. Throughout this piece, Lukianoff and Haidt discuss the practices of trigger warnings and determine whether or not it is truly essential in a college education. To comprehend this piece further, Lukianoff and Haidt define a “trigger warning” as “alerts that professors are expected to issue if something in a course might cause a strong emotional response” (Lukianoff and Haidt 2). To rephrase this, Lukianoff and Haidt are stating that a “trigger warning” is a sign of caution given to students in order to prepare for strong or emotional content. With …show more content…
From the previous text, it was evident that authors Lukianoff and Haidt believed that the usage of trigger warnings was a bane to society. Although some scholars believe that trigger warnings create students who are unequipped for the real world (due to the deteriorating practice of critical thinking), others still contend to the belief that triggers warnings is a boon to our student’s societal progression. For instance, in “The Trigger Warning Myth”, Aaron R. Hanlon, the author, opposes the belief that trigger warnings causes students to become permanently shielded and, thus, unable to sufficiently engage with the real world. Instead, Hanlon claims that trigger warnings actually are beneficial to the student’s progress in society. To reinforce this point, Hanlon begins this piece by directly opposing the claims regarding mental illness and pathological thinking established in “The Coddling of the American Mind”. Hanlon directly quotes this piece and, ultimately, refutes it, stating “Our national conversations about trigger warnings… evince a troubling lack of awareness about what it actually looks like… to express sensitivities to college students about their apparently increasing anxieties and traumas. We’re still getting trigger warnings wrong” (Hanlon 2). Hanlon presents the ideal that many authors, including Lukianoff and