| 12/21/2024 9:18:58 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
PHIL 3 | Title:
CRITICAL THINKING |
|
| Full Title:
Critical Thinking |
| Last Reviewed:10/12/2020 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total 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:
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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: |
| | A3 | Critical Thinking | Fall 1981 | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| |
| CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
| |
| 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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