10/6/2024 7:37:25 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
PHIL 3 | Title:
CRITICAL THINKING |
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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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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:
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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
|
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CSU GE: | Transfer Area | | Effective: | Inactive: |
| A3 | Critical Thinking | Fall 1981 | |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
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UC Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
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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:
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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:
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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
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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:
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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:
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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
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