| 12/22/2024 3:15:31 AM |
| Changed Course |
| CATALOG INFORMATION
|
| 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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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
Limits on Enrollment:
Schedule of Classes Information
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.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
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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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. 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:
1. Obstacles to Critical Thinking
a. Relativism
b. Subjectivism
c. Egocentrism
d. Ethnocentrism
e. Intimidation by Authority
f. Doublespeak
g. Advertising
2. Assumption
a. Explicit
b. Implicit
c. Presuppositions
d. Inferential Assumptions
3. Language
a. Functions of Language
b. Dimensions of Meaning
c. Denotation
d. Conotation
e. Vagueness
f. Ambiguity
g. Definitions
4. Issues and Issue Analysis
5. Argument Identification
6. Argument Analysis
a. Premises
b. Conclusions
c. Argument Reconstruction
d. Paraphrasing
7. Argument Types
a. Deductive
b. Inductive
c. Analogy
d. Causal
e. Other types
8. Argument Evaluation
a. Validity
b. Soundness
c. Cogency
d. Consistency
e. Inconsistency
9. Formal Fallacies
a. Affirming the Consequent
b. Denying the Antecedent
c. Undistributed Middle
10. Informal Fallacies
a. Appeal to Authority
b. Equivocation
c. Ad Hominem
d. Straw Man
e. Begging the Question
f. Slippery Slope
g. Suppressed Evidence
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 (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 or alternative assignments:
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.
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; written analysis | |
| 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: multiple choice, essay | |
| 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. Brooke Noel Moore & Richard Parker, 10th edition, 2011. McGraw-Hill
Critical Thinking: A Student's Introduction (paperback). Gregory Bassham, William Irwin, Henry Nardone & James Wallace. 5th edition, 2012. McGraw-Hill
Asking the Right Questions: A Guide to Critical Thinking. M. Neil Browne & Stuart M. Keeley. 10th edition, 2012.
A Practical Study of Argument. Trudy Govier. 7th edition, 2009.
Instructor prepared materials
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