SRJC Course Outlines

4/14/2024 12:46:28 PMPHIL 3 Course Outline as of Summer 2003

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  PHIL 3Title:  CRITICAL THINKING  
Full Title:  Critical Thinking
Last Reviewed:10/12/2020

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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Practical reasoning, argumentation and the analysis of language as useful tools for making reasonable decisions about what to do and believe.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Practical reasoning argumentation & the analysis of language as instruments of sound thinking in everyday life.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Fall 1981
Inactive: 
 Area:B
Communication and Analytical Thinking
 
CSU GE:Transfer Area Effective:Inactive:
 A3Critical ThinkingFall 1981
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 1981Inactive:
 
UC Transfer:TransferableEffective:Fall 1981Inactive:
 
C-ID:

Certificate/Major Applicable: Major Applicable Course



COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1.  Identify arguments;
2.  Distinguish arguments from explanations, and from statements of
   unsupported opinion;
3.  Portray the structure of support within an argument;
4.  Paraphrase arguments;
5.  Distinguish inductive from deductive reasoning;
6.  Apply appropriate standards for the evaluation of both inductive and
   deductive arguments;
7.  Apply appropriate standards of informal argument evaluation
   (recognition of informally fallacious arguments);
8.  Design and compose arguments that meet appropriate standards of
   evaluation.

Topics and Scope
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The sequence of topics presented in Philosophy 3 often varies, but a
typical course includes the following:
1.  Obstacles to Critical Thinking:  Relativism, Subjectivism,
   Egocentrism, Ethnocentrism, Intimidation by Authority, Doublespeak,
   Advertising, etc.
2.  Assumptions:  Explicit, Implicit, Presuppositions, Inferential
   Assumptions, etc.
3.  Language:  Functions of Language, Dimensions of Meaning, Denotation,
   Conotation, Vagueness, Ambiguity, Definitions, etc.
4.  Issues and Issue Analysis
5.  Argument Identification
6.  Argument Analysis:  Premises, Conclusions, Argument Reconstruction,
   Paraphrasing, etc.
7.  Argument Types:  Deductive, Inductive, Analogy, Causal, etc.
8.  Argument Evaluation:  Validity, Soundness, Cogency, Consistency,
   Inconsistency, etc.
9.  Formal Fallacies:  Affirming the Consequent, Denying the Antecedent,
   Undistributed Middle, etc.
   Informal Fallacies:  Appeal to Authority, Equivocation, Ad Hominem,
   Straw Man, Begging the Question, Slippery Slope, Suppressed
10. Evidence etc.
11. Analysis and Construction of Extended Arguments.

Assignments:
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Assignments for Philosophy 3 vary but typically include the following:
1.  Regular reading assignments from course texts and supplementary
   materials.
2.  Regular or occasional quizzes which cover the assigned readings.
   Quizzes may be either multiple choice or short essays.
3.  Regular or occasional homework assignments covering material from
   the textbook or class discussions and lectures.
4.  At least two midterm examinations. Each exam is approximately one
   hour long. Students must write in-class essays in response to
   questions on materials covered in class and in texts. Typically
   students will be asked to outline, analyze and evaluate an argument
   or arguments of types covered in class.
5.  A final examination - approximately 2-3 hours long. Students must
   write in-class essays in response to questions on material covered
   in class.  Typically an outline, analysis and evaluation of
   argument-types covered in class.
6.  Students may also be required to write a term paper in which they
   research an issue or topic raised in class and defend a particular
   position on that issue, typically 8 -10 pages.
7.  Students may also be required to write in class or outside of class
   an analysis of a current argument using the various analytic tools
   presented in this course.
8.  Students will also be encouraged to participate in class discussion.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
50 - 80%
Written homework, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
20 - 50%
Multiple choice, QUIZZES, OR SHORT ESSAY EXAMS
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%
None


Representative Textbooks and Materials:
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LOGIC AND CONTEMPORARY RHETORIC by Howard Kahane and Nancy Cavender,
  9th ed., Wadsworth, 2002.
INVITATION TO CRITICAL THINKING, by Joel Rudinow and Vincent Barry,
  5th ed., Wadsworth 2003.
CRITICAL THINKING, by Brooke N. Moore and Richard Parker, 6th ed.,
  Mayfield, 2001.

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