11/20/2024 10:40:40 PM	PHIL 3 Course Outline as of Fall 2021	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:

This course is a study of 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 1A or equivalent or appropriate placement based on AB705 mandates

Limits on Enrollment:

Schedule of Classes Information
Description:

This course is a study of practical reasoning, argumentation, and the analysis of language as useful tools for making reasonable decisions about what to do and believe.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent or appropriate placement based on AB705 mandates
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

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Analyze arguments to identify and explain the claims and premises.

2. Evaluate arguments to determine whether claims are adequately supported.

3. Compose cogent written arguments.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Identify arguments.

2. Distinguish arguments from explanations, and from statements of unsupported opinion.

3. Describe 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

The sequence of topics varies, but a typical course includes at least the following:

I. Obstacles to Critical Thinking

    A. Relativism

    B. Subjectivism

    C. Egocentrism

    D. Ethnocentrism

    E. Intimidation by Authority

    F.  Doublespeak

    G. Advertising

II. Assumption

    A. Explicit

    B. Implicit

    C. Presuppositions

    D. Inferential

III. Language

    A. Functions of Language

    B. Dimensions of Meaning

    C. Denotation

    D. Connotation

    E. Vagueness

    F. Ambiguity

    G. Definitions

IV. Issues and Issue Analysis

V.  Argument Identification

VI. Argument Analysis

    A. Premises

    B. Conclusions

    C. Argument Reconstruction

    D. Paraphrasing

VII. Argument Types

    A. Deductive

    B. Inductive

    C. Analogy

    D. Causal

    E. Other types

VIII. Argument Evaluation

    A. Validity

    B. Soundness

    C. Cogency

    D. Consistency

    E. Inconsistency

IX. Formal Fallacies

    A. Affirming the Consequent

    B. Denying the Antecedent

    C. Undistributed Middle

X. Informal Fallacies

    A. Appeal to Authority

    B. Equivocation

    C. Ad Hominem

    D. Straw Man

    E. Begging the Question

    F. Slippery Slope

    G. Suppressed Evidence

XI. Analysis and Construction of Extended Arguments

Assignments:

1. Regular reading assignments from course texts and supplementary materials

    (20-25 pages/week)

2. Quizzes that cover the assigned readings. Quizzes may be either multiple choice or short

    essays.

3. Homework assignments covering material from the textbook or class discussions and lectures

4. At least two midterm examinations. Typically, students will analyze and evaluate an argument

    or arguments of types covered in class.

5. A final examination. Students will analyze and evaluate an argument or arguments of types

    covered in class.

6. Participation in class discussions (Optional)

7. Term paper in which students research an issue or topic raised in class and defend a particular

    position on that issue, typically 8 -10 pages (Optional)

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 30 - 50%
Written homework, term paper
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 40 - 70%
Quizzes, midterms, final exam
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 10%
Class participation

Representative Textbooks and Materials:

Critical Thinking. 13th ed. Moore, Brooke Noel and Parker, Richard. McGraw-Hill. 2021.

 

Critical Thinking: A Student's Introduction (paperback). 6th ed. Bassham, Gregory and Irwin, William and Nardone, Henry. McGraw-Hill. 2019.

 

Asking the Right Questions: A Guide to Critical Thinking. 12th ed. Browne, M. Neil and Keeley, Stuart M. Pearson. 2018.

 

Instructor prepared materials

Print PDF