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Complete Part 3 of the Critical Thinking Scenario Project.Remember to proofread your submission in order to eliminate spelling and grammar errors.I will attached part 1 and 2 in order to make a great work on Part 3.Please and Thank you!!!Introduction to Critical Thinking case study for Justice Studies students Locker Search You are a police officer who has been assigned to work with a local high school. There are rumors of students possessing drugs and possibly selling them. Approximately one week ago, a bag of marijuana was found outside of the building in front of a classroom window. The suspicions of students possessing drugs is based on physical evidence. A team meeting convenes to discuss the best approach to addressing the problem. The school principal proposes a locker search but reminds the team that not all lockers will be searched and that the school must be selective in which lockers they target. A debate ensues to determine which lockers will be searched. Mr. Jones, a teacher, suggests that since the majority of students who attend the school are white, the suspect is mostly likely white and the school should focus on white students. Mrs. Swanson disagrees. She says that she recently read a newspaper article that suggests that minority students are more likely to sell drugs, so the school should narrow its focus on minority student lockers. Mr. Kob, the assistant principal, believes that he knows who the guilty party is. He’s always been suspicious of Billy Jones and has “never liked the way that kid looks.” Mrs. Teller, quickly disagrees stating, “Billy’s a nice boy, and I know in my heart that he would never use drugs.” Mr. Jones reminds the team that Sally Smith’s father was recently released from prison and if her father sold drugs, “There’s a great likelihood that Sally sells them too.” Part 3: is the one that needs to be done now In 2-4 pages of creative writing, please create the conclusion to this scenario. The conclusion should be based on ideal critical thinking practices you’ve learned in this course. How might parents, educators, law enforcement, and other community members come together and have dialogue – grounded in critical thought – to ensure a just conclusion.


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Course Project Part I
Critical Thinking
The issue of drug abuse in educational institutions is unfortunate. Students use and sell
the drugs for various reasons all of which ultimately destroy their hopes for a better future. It is,
therefore, the responsibility of teachers and guardians of these children to ensure that they
identify the main culprits, afford them the necessary help, in the hope that those efforts will
prevent any further damage that may arise from the matter. However, it is difficult not to find the
current approach employed by the academic team tasked with the mandate of handling the drugs
issue, as disheartening.
Firstly, it is unethical to judge a student, or any individual for that matter based on the
behaviors of someone else, be it their parents, siblings or close friends. Bad morals corrupt good
character, but this stereotype cannot be the basis of passing judgment on Sally Smith because her
father sold drugs and is an ex-convict (Jhangiani, Tarry & Stangor, 2014). It is unfair and unjust,
and for that, there is a fault in Mr. Jones’ reasoning. Mr. Kob and Mrs. Teller, on the other hand,
both let their personal feelings and prejudices cloud their judgment. The fact that they are both
sure of Billy’s character, given their opposing arguments, suggests a fault in their conclusions.
Both teachers make their decisions based on reasons not related to the evidence at hand.
The searching of the lockers cannot be a show of presumption of guilt for a particular
group, not even the majority. It is the responsibility of the team to maintain objectivity and not
show bias while conducting the investigation. It would be more understandable if they narrowed
the search to a few desks surrounding the window in that class, rather than searching the lockers
based on the students’ skin color. Anyone could be guilty. The goal is to make the school better
and not plunge it into another cultural crisis. In light of this, the team should use hard evidence
such as witnesses who would be able to identify the color of the bag the marijuana was in, the
timing; who left the class last and at what time, among other responsible investigative
Jhangiani, R., Tarry, H., & Stangor, C. (2014). Principles of social psychology-1st international
Mcleod, S. (2019). Psychology as a Science | Simply Psychology. Retrieved from
Course Project Part 2
Critical thinking
Logical fallacy refers to an error that occurs in given reasoning leading to an invalid
argument. The logical fallacy is also an informal fallacy as well as an informal logical fallacy. In
other words, logical fallacy implies that a conclusion of an argument does not follow each other
logically. In the case of critical thinking, it is evident that the entire situation faces the challenge
of logical fallacy (Halpern, 2013)
One of the primary logical fallacies in the case is the slippery slope. The slippery slope
fallacy tends to ignore the essential elements of a given position and tend to argue based on the
perceived outcome that ought to take place on the opposing side, and the result is likely to be
unattainable and undesirable(Halpern, 2013). Mr. Kob in the case tends to ignore other peoples
opinion, as he believes that Billy Jones is guilty as he has always been suspicious of him. On the
other hand, principal bases his argument on the opposition side as he ever as he has always
disliked the kid.
A compelling argument refers to non-deductive, and therefore the intended premises
ought to establish a probable discussion although not conclusive. Also, a piece of persuasive
evidence is often intense, in that if the premises were true, then there ought to be a high
probability of unconditional support. For example, Mr. Jones tries to establish a probable
argument although not a conclusive one. He states that a large percentage of the students are
white and therefore there is a high chance that the white students are the suspect. Without a
proper conclusive on why he decides to blame the white students, he tries to ring about a
convincing argument. On the other hand, Mrs. Swanson works to disagree with him although he
tries to bring up a persuasive argument to Mrs. Swanson tries to base her argument on an article
that states that the minority of the students is lily to sell drugs and the school should focus on
On the other hand, it is evident in the case there is a problem bias. A problem bias
involves a tendency whereby individuals tend focusing in a particular direction, which eventually
interferes with an individual open mind (Halpern, 2013). Individuals who have a problem bias
often have the habit of believing what they wish to think and thus opposing any other kind of
opinion or consideration. For example, in the case, it is clear that Mrs. Teller tends to disagree
with the assistant principal and she is not ready to listen to the associate principle argument, as
she believes Billy Jones is a good boy and deep in her heart she thinks that Billy can never sell or
use drugs. The case is a problem-based issue, as Mrs. Teller does not go ahead and show any
interest in trying to understand the assistant principle argument but instead, she wants to stand
with what she believes in.
Finally, the case has the inductive and deductive reasoning. The inductive reasoning
emphases on a conclusion, forming the bases of thinking. As a police officer, it is conclusive
that the use or sale of Marijuana is based on physical evidence and therefore a conclusion that
Marijuana has been found in the school (Halpern, 2013). On the other hand, inductive reasoning
is whereby there is a various aspect of supporting the conclusion. In this case, the teachers have
come up with different argument and logic to help the outcome of the police officers that there
have been Marijuana in the school.
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology

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