Question

in his 1995 book the demon - haunted world, astronomer carl sagan argues that the scientific method is the most effective tool for understanding the world and distinguishing truth from falsehood. sagan posits that science is not merely a body of knowledge, but a way of thinking that privileges evidence, logical reasoning, and skepticism. he cautions that in a world increasingly shaped by science and technology, the failure to cultivate scientific literacy and critical thinking skills leaves individuals susceptible to pseudoscience, superstition, and manipulation. throughout the text, sagan illustrates how scientific thinking can be applied to a wide range of subjects, from ufos and alien abductions to religion and politics.
which choice best states the main purpose of the text?
choose 1 answer:
a to defend the validity of sagans perspective in the demon - haunted world by contrasting his viewpoint with that of his detractors
b to present a counterargument to the main claim of the demon - haunted world that emphasizes the limitations of the scientific method
c to describe several key strategies for applying sagans ideas in the demon - haunted world to educational contexts
d to provide an overview of the argument sagan makes in the demon - haunted world about the importance and broad applicability of scientific thinking

Explanation:

• Option A: The text doesn't mention Sagan's detractors or contrast his viewpoint, so A is incorrect.
• Option B: The text presents Sagan's argument positively, not a counterargument, so B is incorrect.
• Option C: The text doesn't discuss strategies for applying his ideas to educational contexts, so C is incorrect.
• Option D: The text overviews Sagan's argument in his book about the importance (effective tool, privileges evidence etc.) and broad applicability (applied to UFOs, religion, politics etc.) of scientific thinking, so D matches.

Answer:

D. To provide an overview of the argument Sagan makes in The Demon - Haunted World about the importance and broad applicability of scientific thinking