Reading Reflection #10: Overcoming Obstacles to Critical Thinking

Based on your reading of ARQ chapter 12: “What Reasonable Conclusions Are Possible?”, respond to the following prompts:

  1. Summarize your understanding of dichotomous (also called black and white) thinking. Provide an example of a well-known social issue in which this type of thinking is often used.
    • Dichotomous thinking is the assumption that there are only two potential answer. For example yes or no, right or wrong, correct or incorrect. A well-known social issue would be the idea of abortion. Many people think abortion is either a yes or not, right or wrong action.
  2. According to ARQ, what are some dangers of dichotomous thinking? How does “grey thinking” and using “if-clauses” enable you to find the best possible solution to an issue or problem?
    • One danger of dichotomous thinking is that there is no deeper thinking of a topic they only think about what is there and present. Another danger is that people can get very heated when discussing dichotomous type topics (when a topic most often has a yes or no thought behind it). Grey thinking and if-clauses help individuals to explore the options of answers deeper. They also create multiple conclusions rather than only two and you then arrive to a conclusion that is deeper in thought without pretending that more is known.

Self Reflection

  1. Based on the readings, discussions, and assignments you’ve completed for HONS 250, describe how your thinking has changed since the beginning of the semester.
    • My thinking has changed for the good. I believe that I know want to know more about the reading and find myself asking questions about what I am reading as I read. I have a greater appreciation for thinking deeper and a better understanding of what critical thinking is and how it can deepen my understanding to take full advantage of the information that is given to me. 
  2. What have you learned about yourself as a result of taking HONS 250?
    • I have learned that I need to slow down when reading in specific. I find that I would read the information so fast that I would only understand the bare minimum when I should be slowing down to understand all parts.
  3. What are some ways you will continue practicing your critical thinking skills beyond this semester?
    • I will continue my critical thinking skills to help me better understand what I am reading and evaluating. I will also use critical thinking on other papers and in other classes to evaluate the readings and information.

Reading Reflection #9: Rival Causes and Statistics

  1. What are rival causes and when how should you look for them (what questions should you use to find them)?
    • “A rival cause is a plausible alternative explanation that can explain why a certain outcome occurred” (Browne, p.120). You can detect rival causes by asking: can I think of any other way to interpret the evidence? What else might have caused this act or feelings? If I looked at this event from another point of view, what might I see as important causes? And if this interpretation is incorrect, what other interpretation might make sense?
  2. Explain the difference between causation and association/correlation. Which is more difficult to demonstrate and why?
    • Causation explicitly applies to cases when action A causes outcome B. Correlation is a relationship between A and B but action A does not necessarily cause action B to happen. “Causal arguments are the most difficult for writers to construct because they must show that the actual causal relationship exists” (Browne, p. 127). With that, people have a tendency to think that if event B followed event A, then they believe that action A caused outcome B; we have a tendency to believe when two things happen close together, 1 must have caused 2.
  3. Identify the conclusion and reason (cause) for the conclusion in the following passage. Name two potential rival causes (other possible causes) for the conclusion other than the one given.

Increased amounts of germs and bacteria on college campuses cause higher rates of illness in college students. College students are less likely to sanitize living areas and common areas on campus, which in turn creates excessive germs on surfaces and in the air leading to more sickness in students.

      • Conclusion: Increased amounts of college students are sick because they don’t clean.
      • Reason/cause: College students get sick from increased amount of bacteria.
      • Rival (other possible) causes: Students are getting sick from seasonal sicknesses that are occurring not bacteria. Students walk outside without jackets and become sick from the weather and seasonal allergies.
      • Evaluation (How strong is the original argument? What’s missing?): Facts to prove that student sickness is due to lack of cleaning and increased bacteria.

4. Based on your reading of ARQ chapter 10, “Are Any Statistics Deceptive?”, summarize how the following types of statistics can be deceptive. What are some strategies you can use to determine how reliable each type is?

    • Unknowable and biased statistics: use of statistics to impress or alarm others with large numbers, presenting them with suspicious precision. Ask them where they got their numbers form.
    • Confusing averages: there are three meanings of average: mean, median, mode. People often use average when talking about statistics to give a better and more accurate number.
    • Measurement errors: there are different ways of coming up with one answer. People often have different ways of finding an answer so asking how they got their answer can help.
    • Concluding one thing, proving another: conclude one thing with a statistic but then using claiming the statistic helped prove another thing. Ask what statistical evidence will help the conclusion?
    • Deceiving by omitting information: use a statistic that is incomplete and you can’t understand why they are using it or where it is from. Ask how does this statistic help your reasoning?

5. Read the following passage. Identify the conclusion, and reasons, and evaluate the evidence (in this case the statistics) used to support the writer’s argument.

The home is becoming a more dangerous place to spend time. The number of home-related injuries is on the rise. In 2005, approximately 2300 children aged 14 and under died from accidents in the home. Also, 4.7 million people are bitten by dogs each year. To make matters worse, even television, a relatively safe household appliance, is becoming dangerous. In fact, 42,000 people are injured by televisions and television stands each year. With so many accidents in the home, perhaps people need to start spending more time outdoors.

    • Conclusion: It is becoming more dangerous inside peoples homes.
    • Reasons/causes: Home related injuries are increasing.
    • Evaluate the evidence (the statistics): 4.7 million people are bitten by dogs yearly. 42,000 people per year are injured by TV’s. 2300 children died in a year from in house accidents.

Reading Reflection #8: Evidence Part 2

  • Briefly describe the scientific method (you may have to Google it). What are the main characteristics of the scientific method, as mentioned in this chapter, that contribute to the reliability and dependability of research data and results?
    • From google, the scientific method includes 7 steps: 1. Question 2. Research 3. Hypothesis 4. Experiment 5. Observe/observations 6. Results/Conclusions 7. Communicate results
    • From that, the scientific method involves seeking knowledge by testing a hypothesis and making obersavtions based on those predictions which is what us, as students, must do to ensure the research data we are looking at is reliable.
  • What are some ways that surveys or questionnaires can be unreliable? What are some things to look for to verify the reliability of survey information?
    • Surveys may be unreliable because people can choose how to answer them and some questions can be more biased. Ask questions, look at background information on the author and find the bias first.
  • What are some pros and cons of research studies? Explain how some research findings can be problematic.
    • Pros: dependable, science & fact based, ignore bias. Forms publicly verifiable data, uses control and precision in language
    • Cons: costs money, time, and resources. Finding may contradict each other, research varies in quality, facts change over time
  • What are three questions you can use to evaluate research studies? Where (in an article) should you look to find answers to these questions?
    • 1. What is the quality of the source of report? 2. How recently was the research conducted? 3. Have the findings been replicated by other studies?
    • The quality can be found by a quick skim of the information and the date published should be posted near the top or bottom of the article. As for finding replicated articles, google the topic and skim similar articles.
    • Find a scholarly, peer-reviewed research article to use for Short Formal Assignment 4: Scholarly Article Analysis. Skim through the article to prepare for Assignment 4. Write (or copy and paste) the APA citation for the article here.
      • Juschka, D. M. (Ed.). (2006). Feminism in the Study of Religion (1st ed). London: Continuum.

Reading Reflection #7: Evidence Part 1

  1. In class we have been working on identifying arguments in written material. You’ll remember that an argument must have both a conclusion and reasons. The next step in evaluating information critically is looking for the evidence that supports the reasons. Summarize, in your own words, the textbook’s definition of evidence (don’t forget to provide an in-text citation).
    • Evidence is defined as information that is backed up or justifies the dependability of a factual statement given by the communicator (Browne, M. N. 2018).
  2. Provide a brief definition of each of the four different types of evidence discussed in this chapter (personal experience, case examples, testimonials, and appeals to authority). What is a strength and a potential problem with the validity and/or reliability of each of the four types of evidence?
    • Personal experience use memories or past personal encounters as evidence to support a belief. A weakness of personal experience is that it is not a representative sample and may fall into a hasty generalization. A strength is that some outcomes may be possible and may be backed my multiple people. 
    • Case examples are detailed descriptions or stories that are based on observations or interviews that may be in depth or shallow that appeal to peoples emotions. A weakness is that they can appeal to peoples emotions and make people believe that it is proof rather than a story. A strength is they can create images with the details and help people relate to the concept in more depth.
    • Testimonials are personal experiences that provide statement of value that impact how much something should influence us. A weakness is that individuals differ in selectivity, personal interest, omitted information, and human factor. A strength is that it can be used to persuade individuals when used correctly, used most often in commercials, ads, and movies. 
    • Appeals to authority is using a professional, or expert, to have access to certain facts and qualifications to provide more facts. A weakness is that authorities often disagree on specific topics. A strength is that most professionals or experts spend lots of time researching the information they are experts on which makes their word stronger. 
  3. Briefly summarize the article and describe the evidence the author provides. How reliable do you think the evidence is, given the topic of the article, and why? Include an APA citation for the article.
    • The article I choose was 5 Ways Life Would be Better if it Were Always Daylight Savings Time from This article claims, through appeals to authority and case examples, that turning the clocks permanently forward would be better for Americans. They state that there would be decreased crime, less rush hour crashes resulting in lives saved, energy saved, improved sleep, and recreation and commerce flourishing. I believe that the evidence is reliable because of the amount of research the author has done, seen through the use of graphs and statistics to back up their research. The author also provides case examples to each your emotional side that builds their argument. 
    • Calandrillo, S. (2020, March 3). 5 Ways Life Would Be Better If It Were Always Daylight Savings Time. The Conversation.

Reading Reflection #6: Logical Fallacies

  1. Which of the fallacies described in this chapter have you heard/seen used the most often? In what kind of situations have you heard the fallacy used?
    • I have heard / seen he Ad Hominem and Red Herring fallacy the most. Often when in arguments, people will target the individual instead of the actual information that is at hand. When talking about politics or right and wrong situations I tend to see people use Ad Hominem. As for Red Herring, I often see this in suspense novels to make the reader think one thing and mislead them to the conclusion.
  1. Describe a time when you may have used one of these fallacies (either consciously or subconsciously) to argue your point of view. How did the person you were talking with respond?
    • When arguing my point to family members, I often use Red Herring to try to change the subject when I either find myself wrong or not wanting to try to argue my point anymore. Depending on who I am with, some people will catch me trying to change the subject through Red Herrings, but others won’t notice and they will drift to the other subject without noticing. 
  1. Identify the fallacies in the following passage: Slippery Slope & Appeal to Questioning Authority 

There has been a dangerous trend of states’ legalizing gay marriage as of late. It’s apparent that the gay agenda has infiltrated the legislative bodies of these states and has influenced the legislatures into passing laws that allow gay marriage. The liberal media and its glorification of gay marriage have certainly played a part as well. These laws destroy the traditional morals of this great nation.

Despite the trend, several politicians still agree that gay marriage is an affront to America’s traditions and values. If America allows gay marriage, it’s only a matter of time before this nation allows other nontraditional relationships, such as polygamy or incest. Marriage has always been a sacred institution between a man and a woman and should remain that way. Otherwise, it’s inevitable that the morals of the American people will fall by the wayside.

  1. Identify the fallacies in the following passage: Appealing to Emotions & Slippery Slope & Red Herring

Fraternity members who hold college parties are unfairly depicted in the media because of overreactions to a few cases where fights or sexual assaults have occurred at a fraternity party. Only an idiot would ban fraternity parties on campus. Most of the complaints about fraternity parties come from antisocial loners, people who hate parties in the first place. I’ve held several fraternity parties with alcohol available and nothing has ever gone wrong. Clearly placing some kind of ban or regulation on fraternity parties on campus would be a pointless action. I have seen other parties off campus that were not held by fraternities where assaults happened. Once administrators ban fraternity parties, their next step will be to ban any sort of social event on campus where alcohol is permitted.

  1. Choose one of the passages above and make three suggestions for how the argument could be stronger.
    • For both passages above, I suggest that people don’t jump to conclusions as fast, backing up your evidence adds strength to your arguments and use statements that are direct and honest.

Reading Reflection #5: Census 2020

  1. Why is it important to be counted in the census?
    • It is important to be counted in the census because the census helps the government understand who is in each area and how they can help the people in each area more specifically. It also helps businesses and city planners decided what is needed in specific areas of each state. 
  2. Who are often uncounted in the census? Why might some people wish not to be counted? What are some personal and societal impacts of not being counted?
    • Many younger people under the age of 5, immigrants or undocumented citizens, and homeless people are often uncounted. One reason people wish not to be counted is the concern for data privacy and confidentiality. Societal and personal impacts of not filling out the census include funding cuts, state and localities assistance decrease, and the possibility of legislation districts reformation for the worst. 
  3. What is one new thing you learned during the session?
    • I learned that the information gathered from the census can not be released for 72 years and the information collected can not be given to FBI or ICE. 
  4. Describe one of your passions (i.e. something important to you) and how it connects with federal or state funding.
    • I am passionate of school for younger kids. I believe that all young children should have access to free public education and if young kids are not counted on the census then funding for the free education for younger kids may be cut.

Reading Reflection #4: Ambiguity and Assumption

  1. How does the book define “ambiguity” and why is it important to identify any ambiguous terms before evaluating an argument?
    • The book defines ambiguity when the meaning is so uncertain in the context being examined that further clarification must take place before judging the adequacy of the reasoning. It is important to identify ambiguous terms so that the readers fully understand what the writer is intending in their work. Without knowing the full meaning, you may miss the point and create opinions that may not be correct. 
  2. Why are dictionary definitions of key terms and phrases used in an argument often not sufficiently helpful in determining their meaning?
    • Dictionary definitions fail to tell you specific properties that are crucial for the understanding of them. Dictionary definitions consist of synonyms, examples, and incomplete specifications of criteria for particular essays. At times, you must read in-between the lines and take what you know about the topic to help define ambiguous words.
  3. ARQ stresses that not all ambiguous terms or phrases are equally important. How do you determine which ones are the most important to identify?
    • To identify the most important ambiguous terms, determine if the term may have two or more alternative meanings that both make sense in the context of the argument. You can substitute the alternative meaning into the reasoning structure and see if it changes the meaning in how the reason supports the conclusion.
  4. How do value and descriptive assumptions differ?
    • Value assumptions are taken-for-granted beliefs about desirability of certain competing values, how the world should be, while descriptive assumptions are defined as beliefs about the way the world was, is, or will be.
  5. Why is it important for people to be aware of what values they and others are assuming (a.k.a. of their value assumptions) when they argue about a social issue? Provide an example.
    • It is important to understand your own values along with others to ensure you are not jumping to conclusions or misunderstanding the context of the reasons. With social issues, people become very passionate about these specific issues and when you don’t understand one another values the issue at hand can become bigger and possible incorrect conclusions can arise. An example may include drug abuse. You must state your reasons logically and clearly to help the readers understand the reason and conclusion rather than misunderstand and cause conflict.
  6. Why do so few experts (such as politicians, scientists, professors, and television pundits) make value priorities explicit? Should individuals expressing their opinions on a social controversy make their value priorities explicit? Why should or shouldn’t they?
    • I believe that experts choose not to make their value priorities explicit because they are often judged by others and when they state something and a large group of people disagree, then their expertise and credibility are questioned. I believe that each situation is different. I think the more power and influence an individual has then the more people should and will know about them, with that I think they should be more open and honest about their value priorities.
  7. Look at the table of “Typical Value Conflict and Sample Controversies” on page 57 of ARQ. Try to think of one more to add to this list, and an example of when the two values conflict.
    • One example to workplace harassment / bullying is speaking up or staying quiet.

Reading Reflection Post #3: Issues, Conclusions, and Reasons

Reading Reflection 3

  1. The first issue is descriptive issues. These issues reflect individuals curiosity about patterns or order in the world. The other issue mentioned is prescriptive issues and these questions touch on ethics and morals. Prescriptive issues touch on right and wrong, good or bad, and answer how things ought to be. You can tell the difference between the two issues by inferring from cues, researching the writer, and understanding which issue is which and how each of them are asked. 
  2. To determine the authors conclusion, ask “What is the writer or speaker trying to prove?” Or “what is the communicator’s main point?” To locate the conclusion, find the statement that the writer wants you to believe or the this, because of that statement. With that, anything that you infer is also a conclusion based on the understanding and reading you have read. The following clues may also help when finding the conclusion. 1. Ask what the issue is: know the issue and find the response. 2. Look for indicator words: listen for indicator words to prepare for a conclusion or summed up thesis. 3. Look in likely locations: beginning and end often mention the conclusion. 4. Remember what a conclusion is not: not examples, stats, definitions, or evidence. 5. Check the context of the communication and the authors background: know the author because they often write in similar positions of issues. 
  3. An argument is the combination of the reasons and final conclusion. There can be very few reasons or many reasons that are related to the conclusion. The characteristics of an argument are intent or hope to convince the reader, quality variance, and they have both a reason(s) and conclusion. 
  4. Why? Why does the writer or author believe this? (Or a similar form to the question.) Indicator words for reasons include: because, as a result of, is supported by, studies show that, for the reason that, and because….
  5. Identify (a) the overall issue discussed, (b) the author’s conclusion, and (c) the author’s reasons that explain why we should believe the conclusion. (A) The issue of the article is how can intellectual humility make you a better person. (b) The conclusion is that intellectual humility involves more than what we know. It involves listening to others while applying some empathy and talking time to expand our knowledge and accept, at times, what we think may be wrong. (c) One reason for this conclusion are the studies done and the research found by the University of California. They have proven that listening to others helps to increase our long-term intellectual process. Another reason is people strive for wisdom and they want to know more. Reason three includes the more intellectually flexible people are, the more people have to gain.

Reading Reflection #2: Implicit Bias and Race

Based on your reading of “Trouble in Mind: To Be Black Is Blue in America” by IBé

  1. What was your emotional response when you read about IBé’s experiences as a Black man in St. Cloud? What personal experiences of your own can you connect or compare to those he describes?
    • When reading Trouble in Mind, it opened my mind to see what its really like to view and experience the world though different eyes. Emotionally, I felt hurt and ashamed. I was hurting because of the hurt he was experiencing and felt ashamed, as a white person, of what other whites were doing to him. I am from St. Cloud and I hate to say that this happens daily. I personally don’t understand how people can be so mean to others no matter the race, gender, age, etc. I haven’t experienced anything similar to IBe but I have witnessed people who have been treated differently because of their skin color, or so I suppose. I was at the grocery store and a man was being ignored by a store clerk when he asked where something was. The store employee helped a white middle-aged woman find her salad dressing and when he passed the man he said rudely, “move” and mentioned something else under his voice. After helping the lady, the black man asked if he could point him in the direction of the taco seasoning and the employee ignored him completely. After the man asked again the employee rudely mocked what he asked for and said, “I don’t need to help you with anything and walked away.”
  2. On page 74, IBé shares his thought process when he encounters microaggressions or discrimination. He then quotes James Baldwin as saying, “To be black and conscious in America is to be in a constant state of rage.” IBé adds, “Even if you are not raging mad, you may be losing your mind. In other words, trouble in mind.” What do you think he means by this?
    • I think he is talking about how the color of your skin is how people see you. No matter how kind or rude a person may be, people will judge you by the color of your skin before they even speak to you. People have assumptions based on what they hear or see that will be the first thing they think of when seeing people different than themselves. Many people don’t think this relates to them, but I believe that we all have these assumptions weather they are good or bad based on past experiences or what we have seen.

Based on your viewing of Microaggressions in the Classroom

  1. Describe a time you witnessed or experienced a microaggression, in the classroom or within another group experience. What happened? How was it addressed (or not addressed)? How did people react? How did it make you feel?
    • A few examples that I have seen in classroom are: 1. Setting lower expectations from particular groups. 2. Calling on certain people and disregarding others based on race. 3. Making assumptions on students’ backgrounds, family lifestyle, or other personal comments. Many times, the students who are being targeted feel less of themselves and it makes the class harder for them and a less welcoming environment. People’s reactions differ, sometimes people notice it right away but will keep to themselves, and others will speak up. When put into a situation like those above, I tend to keep quiet the first time but once it becomes repetitive, I do speak up. Personally I feel bad for the people who are being targeted and put down, especially by people who are supposed to be role models.
  2. How important do you think it is for students to feel a sense of belonging within the classroom and within the university? How can feeling like you belong and are welcome affect one’s ability to do well and succeed?
    • I think it is important for people to feel a sense of belonging no matter where they are. The feeling of belonging is considered a basic human need and is necessary for individuals. When feeling like you belong, individuals feel more motivated, relaxed, and part of a community.  Feeling a sense of belongness has a direct correlation to academic performance meaning the more welcomed or a part of something the better they do in class.

Based on your reading of “Do Conversations About Race Belong in the Classroom?,”

  1. How diverse was your high school? If you identify as white, how much did you talk or think about what it means to be white in the United States? If you didn’t talk or think about being white, do you think that was itself a privilege?
    • My high school was very diverse with whites slowly becoming the minority. In high school I found myself getting along with people of all and every different race. I liked having friends and wanted others to feel the support and encouragement of friends as well, so I was and wanted to be friends with everyone. I think being white in high school was an advantage by itself. Looking back, I do believe that being white in school was a privilege with certain teachers. Many teachers would call on white students to answer questions and would ask them to help with specific tasks.
  2. Do you think conversations about race should happen in school? Why or why not (please answer thoughtfully)?
    • Yes, I believe that race should be discussed in school to help students understand the importance of others and their individual differences. They should teach about all different races and what is specific to them. Especially in a world that is becoming more diverse, being familiar with other differences and knowing how to address them are important concepts that should be taught to students.

Reading Reflection #1: Critical Thinking

Manner of Asking the Right Questions,” think about and respond to the following questions:

  1. What are some characteristics or values of a person who is a critical thinker? Which, if any, of these themes did we suggest for our Classroom Agreement on Tuesday?
    • Characteristics of people who are critical thinkers are those who have self-confidence and open-mindedness. Critical thinkers are also flexible to other opinions while being curious. On Tuesday, we talked about being open to listen to others and to new suggestions while feeling safe and confident about sharing our own opinions in front of our peers.
  2. How do strong sense and weak sense critical thinking differ? Why is strong sense critical thinking usually so much more difficult than weak sense critical thinking?
    • According to the reading Asking the Right Questions, weak sense critical thinking is resisting opinions and thoughts that are different from your own. Those who are weak sense often disagree with others and apply their critical thinking skills only when talking to their “opponents”. Contrary to weak, strong sense is applying critical thinking whenever possible. Strong sense critical thinkers take any and all opportunities to apply their critical thinking skills to not only others but also their own beliefs and opinions. Strong sense critical thinking is often more difficult because it helps individuals to assess facts, evaluate arguments, and understand others in a deeper sense. Critical thinking helps create more open mindedness and help increase understanding.
  3. When we talk about an “argument” in this class, what do we mean? How is the book’s definition different from an argument we might have with our parents or friends?
    • An argument in Hons 250 is the reasoning behind what we think and believe and why. Asking the Right Questions defines argument as, “a combination of two forms of statements: a conclusion and the reason supporting it.” An argument with parents or friends is often the exchange of opposite viewpoints, but argument as defined in the reading is the partnership of conclusions that we have and how or why we have those reasons.
  4. Why, do you think, is it so difficult to find the “right answer” to many questions about human behavior and society?
    • I believe that it is difficult to find the “right answer” because there is no right answer. People have different values and beliefs that help form individuals into believing what creates the right or correct way human behavior should be and how a society should be or act.

Based on your reading of “Why Questioning?,” think about and respond to the following questions:

  1. How does this chapter relate to your experiences? What role has asking questions had in your life?
    • I agree with many points from the reading. I do believe that questioning is linked to innovation and that many individuals, including myself, are on autopilot when asking questions. Personally, I don’t ask as many questions as I should, and I believe that it can and does hinder mt learning. When reading, I noticed that I agreed with more than I thought I would. I often find myself wanting to ask questions but think what will others think of me? Does this make me look like I don’t know what I am doing? When at work or in the classroom the fear of being judged or viewed as lower than I am scares me, but in reality, I should be using the time to ask questions to help benefit more from class, work and personal life. When I do speak up and ask questions, I find that I understand things more and spend less time on simple tasks because I know fully what is expected and what must be done.
  2. Why do you think children stop asking questions? Why do some people (like Bezos or Jobs) keep questioning?
    • I think many children stop asking questions because adults don’t acknowledge them and answer the questions like we should. Many people get annoyed when instead we should be answering and encouraging children to ask questions. Others continue to ask questions because they are continuously curious. I also believe that individuals with higher intelligence tend to ask more questions. I do not know why, but when in class it seems that individuals who are smarter or who want to increase their learning as much as possible will always ask questions.
  3. As a college student, what role does asking questions have in your education? What role does questioning have in your future profession and work environment?
    • As a current college student, asking questions helps to understand the information deeper. When we ask questions, we are wanting to know more and want to better understand the concepts and teachings. I also ask questions when I don’t understand something or want to know more. When I am curious about something I tend to want to know more for my own enjoyment. In my work environment, questioning is very important. Asking questions can help myself and other employees do what we are supposed to and in the right way. I believe that questioning yourself and others is what helps people gain the most knowledge and understand when in any situation.