PHI210 STUDENT GUIDE 1 
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites: http://www.criticalthinking.org/ http://www.criticalthinking.org/resources/articles/ http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use technology and information resources to research issues in critical thinking skills and informal logic.
11. Write clearly and concisely about issues in critical thinking using proper writing mechanics.
COURSE EXPECTATIONS
To obtain the most benefit from this class:
Follow Strayer University’s policies and procedures as well as those specific to this class.
Class specific information can be found within the “Class Information” section within the Student Center.
WEEKLY COURSE SCHEDULE
The weekly schedule describes the learning activities that will help you achieve the course outcomes and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, discussions, and assignments.
For selected assignments, a grading rubric is included in this Course Guide and will be used to evaluate your performance.
Week
Assignments
Date
1
2
3
Assignment 1 – Sensory Perceptions
4
5
6
Quiz 1 – Chapter 9
7
Quiz 2 – Chapter 9
8
9
Quiz 3 – Chapter 11
10
Assignment 2 – Critical Thinking Paper
11
WEEK 1
Course outcomes in focus:
Define critical thinking.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Activities:
Readings:
Thinking, Chapter 1: “What Is Thinking?”
Thinking, Chapter 2: “Personal Barriers.”
Supporting Topics:
Lecture 1 Topics:
Definition(s) of “thinking”
Role of thinking — possibility, communicating, writing, dialogue
Lecture 2 Topics:
Reasons objectivity is difficult
Enculturation, religious opinions
Self-concepts
Ego
Emotions
Errors in thinking
Lectures/Discussions:
Faculty introduction, course overview, and expectations
Review course philosophy, expectations, assignments, late policy, grading, academic integrity, APA use if appropriate, and attendance policy.
Student introductions
Lecture on definition(s) of “thinking” and the role of thinking – possibility, communicating, writing, and dialogue.
Lecture on reasons that objectivity is difficult, enculturation and religious opinions, self-concepts, ego, emotions, and errors in thinking.
Discussion: “Thinking About Thinking.”
Select a quote about “thinking” from Chapter 1 that best describes your own viewpoint and explain why this quote is meaningful to you.
Identify which of the sources of enculturation has had the most impact on your own thinking and explain why you think this is the case.
Identify one of the “5 Errors of Thinking” that you recently observed in another or even committed yourself and explain how this affected productive communication.
WEEK 2
Course outcome in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Activities:
Readings:
Thinking, Chapter 3: “Sensing.”
Thinking, Chapter 4: “Brain and Memory.”
Supporting Topics:
Lecture 1 Topics:
The senses
Deception of the senses
Steps for effective listening
Lecture 2 Topics:
The brain and sleep
The nature of memory
Forgetfulness
Ways to improve memory
Lectures/Discussions:
Lecture on the senses, deception of the senses, and steps for effective listening.
Lecture on the brain and sleep, the nature of memory, forgetfulness, and ways to improve memory.
Discussion: “Memory and the Mind-Body Connection”
Describe an example of an episodic memory, perceptual-motor memory, and semantic memory that you have personally experienced.
Explain which of these memories you feel is most affected by one or more of the senses.
WEEK 3
Course outcomes in focus:
Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Activities:
Readings:
Thinking, Chapter 5: “Language: Our Thinking Medium.”
Thinking, Chapter 6: “Feeling.”
Supporting Topics:
Lecture 1 Topics:
Meaning, word choice, word order, and context
Language as brain “software” and logic as “hard-wiring”
Language and culture
Figurative language
Limits of language
Powers and pitfalls of the English language
Lecture 2 Topics:
Conscious awareness of feelings
How feelings can create or inhibit writing (particularly in the “generation” stages)
How feelings are received and impact an audience
How strong feelings can lead to eloquence in speaking and writing
Lectures/Discussions:
Lecture on meaning, word choice, word order, and context; language as brain “software” and logic as “hard-wiring”; language and culture; figurative language; limits of language; and powers and pitfalls of the English language.
Lecture on conscious awareness of feelings, how feelings can create or inhibit writing (particularly in the “generation” stages), how feelings are received and impact an audience, and how strong feelings can lead to eloquence in speaking and writing.
Discussion: Using and misusing figurative language may make it difficult for others to understand what you write and what you say.
Choose one (1) of the ten (10) types of figurative language from the list below.
Define the meaning of the term and provide an example.
Describe an appropriate circumstance for using the example for the term or a circumstance when using the term might lead to misunderstanding.
TERMS:
1. idiom
6. amphiboly
2. analogy
7. “flame word”
3. metaphor
8. hyperbole
4. simile
9. euphemism
5. cliché
10. colloquialism
Assignment 1: Sensory Perceptions
Due Week 3 and worth 100 points
Can you really trust your senses and the interpretation of sensory data to give you an accurate view of the world? Describe and discuss the accuracy and the weaknesses of the human senses as they pertain to thinking in general and to your own thinking in particular.
Write a two to three (2-3) page paper in which you:
1. Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data.
3. Discuss the role of memory with regard to the interpretation and evaluation of sensory data.
4. Use at least two (2) quality resources in this assignment. Your textbook may count as one (1) source. At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Create written work utilizing the concepts of critical thinking.
Demonstrate adherence to academic integrity policy and APA Style guidelines for academic citations.
Use technology and information resources to research issues in critical thinking skills and informal logic.
Write clearly and concisely about issues in critical thinking using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 100
Assignment 1: Sensory Perceptions
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Weight: 25%
Did not submit or incompletely provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Insufficiently provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Partially provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Satisfactorily provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Thoroughly provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data.
Weight: 25%
Did not submit or incompletely identified and described at least three (3) factors contributing to the accuracy of sensory data.
Insufficiently identified and described at least three (3) factors contributing to the accuracy of sensory data.
Partially identified and described at least three (3) factors contributing to the accuracy of sensory data.
Satisfactorily identified and described at least three (3) factors contributing to the accuracy of sensory data.
Thoroughly identified and described at least three (3) factors contributing to the accuracy of sensory data.
3. Discuss the role of memory with regard to the interpretation and evaluation of sensory data.
Weight: 20%
Did not submit or incompletely discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Insufficiently discussed the role of memory with regard to the interpretation and evaluation of sensory data. Partially discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Satisfactorily discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Thoroughly discussed the role of memory with regard to the interpretation and evaluation of sensory data.
4. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.
Weight: 10%
Did not complete the assignment or had more than 9 errors in following APA Style requirements.
Had 8-9 errors in following APA Style requirements.
Had 6-7 different errors in following APA Style requirements.
Had 4-5 different errors in following APA Style requirements.
Had 0-3 different errors in following APA Style requirements.
5. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear and organized writing.
Insufficiently followed guidelines for clear and organized writing: did not include an introductory and/or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.
Partially followed guidelines for clear and organized writing: included a partially developed introductory and/or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.
6. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10%
Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling.
Had 6-7 different errors in grammar, punctuation, mechanics, spelling.
Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling.
Had 0-3 different errors in grammar, punctuation, mechanics, spelling.
WEEK 4
Course outcomes in focus:
Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Activities:
Readings:
Thinking, Chapter 7: “Creative Thinking.”
Thinking, Chapter 8: “Organizing.”
Supporting Topics:
Lecture 1 Topics:
Definition of creative thinking
Kinds of creative thinking
Conditions and limitations
Brainstorming and starbursting
Mnemonics
Steps to initiate the creative process
Lecture 2 Topics:
Different ways to organize thinking
Natural/mental orders topical analogical chronological causal
Five “Ws” of journalists
Five steps for effectively organizing information and ideas
CAP (Cluster, Analyze, Prioritize)
How to best use natural/mental orders
Lectures/Discussions:
Lecture on definition of creative thinking, kinds of creative thinking, conditions and limitations, brainstorming and starbursting, mnemonics, and steps to initiate the creative process.
Lecture on different ways to organize thinking, natural/mental orders (topical, analogical, chronological, and causal), the five “Ws” of journalists, five steps for effectively organizing information and ideas, CAP (Cluster, Analyze, Prioritize), and how to best use natural/mental orders.
Discussion: “Generating Topic Ideas.”
1) Choose a topic from the list in Appendix A. NOTE: The topic you choose for this exercise will be the basis of your “Critical Thinking Paper” due in Week 10.
2) On a piece of paper or in a Word document on your computer, use the “brainstorming” technique, “starbursting technique,” and “Five Ws for Journalists” technique to generate ideas for your topic.
3) In the threaded discussion –
State which topic you chose and the reasons why you chose the topic.
Identify which of the three techniques was the most productive for you as a way of generating ideas. Explain why.
State which of these techniques you think you might use for future writing projects. Explain why.
WEEK 5
Course outcome in focus:
Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
Activities:
Readings:
Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
Categorical syllogisms
Premises and conclusions
Types of propositions
Figures, validity, Venn Diagrams
Enthymemes and syllogisms in everyday life
Rules for categorical syllogisms
Lecture 2 Topics:
Reasoning errors in categorical syllogisms:
Distribution
Illicit majors and minors
Four-terms fallacy
Equivocation
Lecture 3 Topics:
Deductive argument forms
Hypothetical syllogism (and common errors)
Modus ponens and Modus tollens (and common errors)
Disjunctive syllogism (and common errors)
Valid conversions Lectures/Discussions:
Lecture on categorical syllogisms; premises and conclusions; types of propositions; and figures, validity, and Venn Diagrams.
Lecture on enthymemes and syllogisms in everyday life; rules for categorical syllogisms; and reasoning errors in categorical syllogisms: distribution, illicit majors and minors, the four-terms fallacy, and equivocation.
Discussion: “Enthymemes in Everyday Life.”
Identify an example of an enthymeme you encountered this week in the media or in a conversation.
Create a syllogism based on the enthymeme.
Determine whether the syllogism is valid or invalid and explain why.
If invalid, identify the reasoning error that is present in the syllogism.
Analyze the syllogism of one (1) other student.
Lecture on deductive argument forms, hypothetical syllogism (and common errors), Modus ponens and Modus tollens (and common errors), disjunctive syllogism (and common errors), and valid conversions.
WEEK 6
Course outcomes in focus:
Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
Activities:
Readings:
Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
Informal deductive fallacies
Fallacy of division
Circular reasoning
Either/or fallacy
Reductio ad Absurdum
Distinguishing between deductive and inductive arguments
Lecture 2 Topics:
Recognizing inductive arguments (analogies and causation)
Identifying informal inductive fallacies
Hasty generalization
Composition
Pot hoc ergo propter hoc
Extravagant hypothesis
False analogy
Slippery slope
Genetic fallacy
Appeal to authority
Appeal to tradition
Is/ought fallacy
Bandwagon
Appeal to ignorance
Lectures/Discussions:
Lecture on informal deductive fallacies, fallacy of division, circular reasoning, either/or fallacy, Reductio ad Absurdum, and distinguishing between deductive and inductive arguments.
Lecture on recognizing inductive arguments (analogies and causation); and identifying informal inductive fallacies: hasty generalization, composition, pot hoc ergo propter hoc, extravagant hypothesis, false analogy, slippery slope, genetic fallacy, appeal to authority, appeal to tradition, the is/ought fallacy, bandwagon, and appeal to ignorance.
Discussion: “Identifying Deductive & Inductive Fallacies.” Locate a piece of advertising that demonstrates one (or more) of the deductive or inductive fallacies listed below.
Describe the advertisement example that you located.
Identify the fallacy you observed in the advertisement and describe how this is an example of this type of fallacy.
Explain whether or not you believe the fallacy is effective in persuading customers to purchase or use the product or service being promoted in the ad.
Informal deductive fallacies
Fallacy of division
Circular reasoning
Either/or fallacy
Reductio ad Absurdum
Informal inductive fallacies
Hasty generalization
Composition
Pot hoc ergo propter hoc
Extravagant hypothesis
False analogy
Slippery slope
Genetic fallacy
Appeal to authority
Appeal to tradition
Is/ought fallacy
Bandwagon
Appeal to ignorance
Quiz 1
Students are to take Quiz 1 that covers the material in the first half of Chapter 9, presented in Week 5. The quiz is located in the course shell under the Week 6 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth five (5) points for a total of 100 points.
WEEK 7
Course outcomes in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Activities:
Readings:
Thinking, Chapter 10: “Scientific Thinking.”
Supporting Topics:
Lecture 1 Topics:
Distinguish between good and bad science
Interpret scientific information
Scientific Method (observation, hypothesis formulation, experimentation, and verification)
Usefulness of science
Empirical nature of science
Operational definitions
Determinism
Controlled experiments
Quasi-experimental design
Lecture 2 Topics:
Non-experimental designs
Ex post facto
Correlational
Survey method: Four criteria
Case study
Role of chance
Experimental bias
Placebo effect
Pseudoscience
Lectures/Discussions:
Lecture on distinguishing between good and bad science, interpret scientific information, Scientific Method (observation, hypothesis formulation, experimentation, and verification), usefulness of science, empirical nature of science, operational definitions, determinism, controlled experiments, and quasi-experimental design.
Lecture on non-experimental designs (ex post facto, correlational, survey method: Four criteria, and case study), role of chance, experimental bias, placebo effect, and pseudoscience.
Discussion: “Placebo Effect.” Locate a recent example in the media of a scientific study involving the placebo effect.
Identify and explain the placebo effect’s function in each step of the scientific method: observation, hypothesis, experimentation, verification.
Describe how the placebo effect impacted the results of the study.
State whether or not you were surprised by the results and why. Quiz 2
Students are to take quiz 2 that covers the material in the second half of Chapter 9, presented in Week 6. The quiz is located in the course shell under the Week 7 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth 5 points for a total of 100 points.
WEEK 8
Course outcomes in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
Activities:
Readings:
Thinking, Chapter 11: “Persuasive Thinking.”
Supporting Topics:
Lecture 1 Topics:
Persuasion
Ethics of persuasion
Motivation
Golden Rule (the Silver Rule and the Categorical Imperative)
Appeals, audience, values, and needs
Organizing for persuasion
Lecture 2 Topics:
Assorted manipulative tricks
Fallacies of pity, fear, pride
Ad Hominem
Tu Quoque
Straw Man
Withholding quantification
Ignoring the question
Red Herring
Lectures/Discussions:
Lecture on persuasion; ethics of persuasion; motivation; Golden Rule (the Silver Rule and the Categorical Imperative); appeals, audience, values, and needs; and organizing for persuasion.
Lecture on assorted manipulative tricks; fallacies of pity, fear, pride, ad Hominem, Tu
Quoque, Straw Man, withholding quantification, ignoring the question, and Red Herring.
Discussion 1: “Persuasion and Manipulation.” Consider the elements of persuasive thinking with regard to your topic for your Critical Thinking paper.
Identify the values and needs of your audience.
Identify an appeal that you can make to your audience and explain why this might be an effective form of persuasion.
Identify a type of fallacy that you need to be aware of and should strive to avoid in your persuasive argument.
Discussion 2: “5 Steps of Persuasion.”
Explain how you will follow the five steps of persuasion in your Critical Thinking paper: 1) establishing credibility, 2) acknowledging the audience’s position, 3) constructing a rationale, 4) transplanting root elements, and 5) asking for a response.
WEEK 9
Course outcome in focus:
Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
Activities:
Readings:
Thinking, Chapter 12: “Problem Solving.”
Supporting Topics:
Lecture 1 Topics:
Defining a problem
Identifying causes of the problem
Identifying solutions for the problem
Lecture 2 Topics:
Evaluation of possible solutions to a problem
Methods for generating the steps necessary for possibly solving a problem
Lectures/Discussions:
Lecture on defining a problem, identifying causes of the problem, and identifying solutions for the problem.
Lecture on evaluation of possible solutions to a problem, and methods for generating steps necessary for possibly solving a problem.
Discussion: “Problem Solving.” Select one (1) of the scenarios below.
Identify the components in the problem.
Explain from how you would get more information to solve the problem.
Provide the best solution for solving the problem.
Explain the reasons why you believe your solution would solve the problem.
1. The president of the campus Alumni Association (who has held the one-year position for the past four years) has been having a difficult time getting enough alumni to attend the annual meetings so elections can be held and a new president elected, and she really wants to step down as president. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
2. You have been appointed to the County Planning Commission. One of the growing small towns in the county needs a highway bypass to decrease traffic through its business district, but the only logical and most direct proposed bypass route takes it through one of the more affluent residential areas. The threat of increased traffic, congestion, and pollution has the residents of the neighborhood in an uproar; and the County Treasurer is also complaining that the proposed route might lead to a decrease in revenue for the county, since it would cause a decrease in property values in this affluent neighborhood. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
3. Marcus and Arishonne both work to maintain the standard of living that this couple desires, but they are unable to meet the time demands of both work and domestic life. Their job demands do not leave enough time for even the most basic things, like cleaning the house, taking care of the yard, and generally maintaining their home. They have no children, and their closest relatives are over 600 miles away. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
4. Although everything was fine five minutes ago, a secretary cannot get her computer to send a document to the printer. The document must be printed for the meeting her boss has scheduled to begin in fifteen minutes. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
Quiz 3
Students are to take Quiz 3 that covers the material in Chapter 11. The quiz is located in the course shell under the Week 9 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth five (5) points for a total of 100 points.
WEEK 10
Course outcome in focus:
Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
Activities:
Readings:
Thinking, Chapter 13: “Evaluating.”
Thinking, Chapter 14: “Decision and Action.”
Thinking, Chapter 15: “The Challenge to Go on Thinking.”
Supporting Topics:
Lecture 1 Topics:
Testing your thinking (dialogue and monologue)
Elegance of simplicity
Imitation
Predictability
Perspective
Test of time
Lecture 2 Topics:
Reaching probable outcomes for decision making
Primary difficulties and obstacles for decision making
Developing a successful action plan
Lectures/Discussions:
Lecture on testing your thinking (dialogue and monologue), elegance of simplicity, imitation, predictability, perspective, and test of time.
Discussion: “Quality Thinking.”
Identify at least one (1) factor which is necessary for evaluating the quality of your thinking.
Explain whether it is easier to evaluate other people’s thinking than it is to evaluate your own. Why or why not?
Lecture on reaching probable outcomes for decision making, primary difficulties and obstacles for decision making, and developing a successful action plan.
Assignment 2: Critical Thinking Paper
Due Week 10 and worth 200 points
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
The paper is well-organized, and every explanation is both complete and easy to understand.
Include an introductory paragraph and concluding paragraph for the paper.
Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
Adhere to standard rules of English grammar, punctuation, and mechanics.
The paper should be checked for spelling and grammatical errors.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Create written work utilizing the concepts of critical thinking.
Use technology and information resources to research issues in critical thinking skills and informal logic.
Write clearly and concisely about issues in critical thinking using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 2: Critical Thinking Paper
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Argument follows the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Weight: 20%
Did not submit or incompletely followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Insufficiently followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Partially followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Satisfactorily followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Thoroughly followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
Weight: 15%
Did not submit or incompletely defined your position and supporting evidence.
Insufficiently defined your position and supporting evidence.
Partially defined your position and supporting evidence.
Satisfactorily defined your position and supporting evidence.
Thoroughly defined your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the over-riding argument or one contained in an individual paragraph).
Weight: 20%
Did not submit or incompletely included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Insufficiently included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Partially included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Satisfactorily included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Thoroughly included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
Weight: 15%
All arguments appear to be invalid. Arguments contain more than three fallacies.
Only one of the arguments is valid. Arguments contain three or more fallacies.
Most of the arguments are valid. Arguments contain one or two fallacies.
All the arguments are valid. Arguments contain at least one fallacy.
All the arguments are valid. Arguments are free from fallacies.
5. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.
Weight: 10%
Did not complete the assignment or had more than 9 errors in following APA Style requirements.
Had 8-9 errors in following APA Style requirements.
Had 6-7 different errors in following APA Style requirements.
Had 4-5 different errors in following APA Style requirements.
Had 0-3 different errors in following APA Style requirements.
6. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear and organized writing.
Insufficiently followed guidelines for clear and organized writing: did not include an introductory and/or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.
Partially followed guidelines for clear and organized writing: included a partially developed introductory and/or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.
7. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10%
Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling.
Had 6-7 different errors in grammar, punctuation, mechanics, spelling.
Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling.
Had 0-3 different errors in grammar, punctuation, mechanics, spelling.
WEEK 11
Course outcome in focus:
No new material.
Activities:
Readings:
No new material.
Lectures/Discussions:
Discussion: “Make It Real.” You’ve spent a whole quarter learning how to think more critically, and now it is time to reflect back over the course.
Identify two (2) or three (3) key concepts or skills you have learned from this course that you think will be helpful to you in your current or future positions.
Explain why you believe these concepts or skills will be beneficial to you.
V. ASSIGNMENT OUTLINE AND GRADING
Assignment Type
Total Points
Percentage
Quiz 1
100
12%
Quiz 2
100
12%
Quiz 3
100
12%
Assignment 1
100
12%
Assignment 2
200
24%
12 Discussions
240
28%
Total
840
100%
* The percentages are rounded to whole numbers to ensure 100%
Grading Scale
Points
Percentage
Grade
756-840
90-100 A
672-755
80-89 B
588-671
70-79 C
504-587
60-69 D
Below 504
Below 60 F
Critical Thinking – PHI 210
Appendix A
TOPIC LIST for Critical Thinking Paper
Dieting makes people fat.
People are too dependent on computers.
Attention Deficit Disorder (ADD) is an excuse and not a real disability.
The government spends too much on art, so the NEA should be eliminated.
Today’s Bachelor Degrees are a minimum, like high school diplomas were 30 years ago.
“Home-schooled” children are more advanced than children attending public schools.
Telecommuting will be the new way that jobs are performed in the next ten years.
The war on terror has contributed to abuse of human rights.
People with jobs should pay the health care insurance costs of people without jobs.
High school graduates should take a year off before entering college.
High school graduates should be required to spend two years in the military and then receive a free college education.
The flat tax is the fairest form of taxation.
All products that people eat/use should be first tested on animals.
All citizens should be required by law to vote.
All forms of government welfare should be abolished.
Both men and women should have paid “paternity leave” when a spouse or partner has a child.
Global climate changes are manmade, so people should change their lifestyle to protect the environment.
Global climate changes are cyclical, and global warming is just “hype” by radical environmentalists and manufacturers trying to sell “new and improved” environmentally friendly products.
Schools should distribute free condoms to high school students.
Rich countries have an obligation to give money to poorer countries.
Both parents should assume equal responsibility in raising a child.
Participating in team sports helps to develop good character.
Professional athletes deserve what they are being paid.
The production and sale of cigarettes should be made illegal.
Cities have the right to ban smoking in public.
People have become overly dependent on technology.
Beauty pageants exploit women.
Frequent playing of video games increases violent behavior.
Single-sex high schools would increase educational success.
English should be the official language of the United States.
Gay couples should have the same rights as married couples.
Drunk drivers should be imprisoned on the first offense.
Government and military personnel should have the right to strike.
College students should have complete freedom to choose their own courses and create their own curriculums.
Texting while driving is dangerous.
The primary mission of colleges and universities is preparing students for the workforce.
Financial incentives should be offered to high school students who perform well on standardized tests.
All students in high school and college should be required to take at least two years of a foreign language.
To encourage healthy eating, higher taxes should be imposed on soft drinks and junk food.
All citizens under the age of 21 should be required to pass a driver’s education course before receiving a license to drive.
Euthanasia (mercy killing) should be permitted in cases of terminally ill patients.
Anyone who voluntarily works should be willing to voluntarily participate in drug testing.
Video piracy should carry a mandatory jail sentence as well as a fine.
Foreign terrorists should have the same civil rights as citizens.
Families should be held responsible for crimes committed by teenagers.
Notification of a diagnosis of HIV and/or AIDS should be required.
Prison inmates should be allowed to remain on the recipient list ahead of other patients eligible for organ transplants.
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites: http://www.criticalthinking.org/ http://www.criticalthinking.org/resources/articles/ http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use technology and information resources to research issues in critical thinking skills and informal logic.
11. Write clearly and concisely about issues in critical thinking using proper writing mechanics.
COURSE EXPECTATIONS
To obtain the most benefit from this class:
Follow Strayer University’s policies and procedures as well as those specific to this class.
Class specific information can be found within the “Class Information” section within the Student Center.
WEEKLY COURSE SCHEDULE
The weekly schedule describes the learning activities that will help you achieve the course outcomes and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, discussions, and assignments.
For selected assignments, a grading rubric is included in this Course Guide and will be used to evaluate your performance.
Week
Assignments
Date
1
2
3
Assignment 1 – Sensory Perceptions
4
5
6
Quiz 1 – Chapter 9
7
Quiz 2 – Chapter 9
8
9
Quiz 3 – Chapter 11
10
Assignment 2 – Critical Thinking Paper
11
WEEK 1
Course outcomes in focus:
Define critical thinking.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Activities:
Readings:
Thinking, Chapter 1: “What Is Thinking?”
Thinking, Chapter 2: “Personal Barriers.”
Supporting Topics:
Lecture 1 Topics:
Definition(s) of “thinking”
Role of thinking — possibility, communicating, writing, dialogue
Lecture 2 Topics:
Reasons objectivity is difficult
Enculturation, religious opinions
Self-concepts
Ego
Emotions
Errors in thinking
Lectures/Discussions:
Faculty introduction, course overview, and expectations
Review course philosophy, expectations, assignments, late policy, grading, academic integrity, APA use if appropriate, and attendance policy.
Student introductions
Lecture on definition(s) of “thinking” and the role of thinking – possibility, communicating, writing, and dialogue.
Lecture on reasons that objectivity is difficult, enculturation and religious opinions, self-concepts, ego, emotions, and errors in thinking.
Discussion: “Thinking About Thinking.”
Select a quote about “thinking” from Chapter 1 that best describes your own viewpoint and explain why this quote is meaningful to you.
Identify which of the sources of enculturation has had the most impact on your own thinking and explain why you think this is the case.
Identify one of the “5 Errors of Thinking” that you recently observed in another or even committed yourself and explain how this affected productive communication.
WEEK 2
Course outcome in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Activities:
Readings:
Thinking, Chapter 3: “Sensing.”
Thinking, Chapter 4: “Brain and Memory.”
Supporting Topics:
Lecture 1 Topics:
The senses
Deception of the senses
Steps for effective listening
Lecture 2 Topics:
The brain and sleep
The nature of memory
Forgetfulness
Ways to improve memory
Lectures/Discussions:
Lecture on the senses, deception of the senses, and steps for effective listening.
Lecture on the brain and sleep, the nature of memory, forgetfulness, and ways to improve memory.
Discussion: “Memory and the Mind-Body Connection”
Describe an example of an episodic memory, perceptual-motor memory, and semantic memory that you have personally experienced.
Explain which of these memories you feel is most affected by one or more of the senses.
WEEK 3
Course outcomes in focus:
Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Activities:
Readings:
Thinking, Chapter 5: “Language: Our Thinking Medium.”
Thinking, Chapter 6: “Feeling.”
Supporting Topics:
Lecture 1 Topics:
Meaning, word choice, word order, and context
Language as brain “software” and logic as “hard-wiring”
Language and culture
Figurative language
Limits of language
Powers and pitfalls of the English language
Lecture 2 Topics:
Conscious awareness of feelings
How feelings can create or inhibit writing (particularly in the “generation” stages)
How feelings are received and impact an audience
How strong feelings can lead to eloquence in speaking and writing
Lectures/Discussions:
Lecture on meaning, word choice, word order, and context; language as brain “software” and logic as “hard-wiring”; language and culture; figurative language; limits of language; and powers and pitfalls of the English language.
Lecture on conscious awareness of feelings, how feelings can create or inhibit writing (particularly in the “generation” stages), how feelings are received and impact an audience, and how strong feelings can lead to eloquence in speaking and writing.
Discussion: Using and misusing figurative language may make it difficult for others to understand what you write and what you say.
Choose one (1) of the ten (10) types of figurative language from the list below.
Define the meaning of the term and provide an example.
Describe an appropriate circumstance for using the example for the term or a circumstance when using the term might lead to misunderstanding.
TERMS:
1. idiom
6. amphiboly
2. analogy
7. “flame word”
3. metaphor
8. hyperbole
4. simile
9. euphemism
5. cliché
10. colloquialism
Assignment 1: Sensory Perceptions
Due Week 3 and worth 100 points
Can you really trust your senses and the interpretation of sensory data to give you an accurate view of the world? Describe and discuss the accuracy and the weaknesses of the human senses as they pertain to thinking in general and to your own thinking in particular.
Write a two to three (2-3) page paper in which you:
1. Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data.
3. Discuss the role of memory with regard to the interpretation and evaluation of sensory data.
4. Use at least two (2) quality resources in this assignment. Your textbook may count as one (1) source. At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Create written work utilizing the concepts of critical thinking.
Demonstrate adherence to academic integrity policy and APA Style guidelines for academic citations.
Use technology and information resources to research issues in critical thinking skills and informal logic.
Write clearly and concisely about issues in critical thinking using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 100
Assignment 1: Sensory Perceptions
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Weight: 25%
Did not submit or incompletely provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Insufficiently provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Partially provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Satisfactorily provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Thoroughly provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data.
Weight: 25%
Did not submit or incompletely identified and described at least three (3) factors contributing to the accuracy of sensory data.
Insufficiently identified and described at least three (3) factors contributing to the accuracy of sensory data.
Partially identified and described at least three (3) factors contributing to the accuracy of sensory data.
Satisfactorily identified and described at least three (3) factors contributing to the accuracy of sensory data.
Thoroughly identified and described at least three (3) factors contributing to the accuracy of sensory data.
3. Discuss the role of memory with regard to the interpretation and evaluation of sensory data.
Weight: 20%
Did not submit or incompletely discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Insufficiently discussed the role of memory with regard to the interpretation and evaluation of sensory data. Partially discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Satisfactorily discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Thoroughly discussed the role of memory with regard to the interpretation and evaluation of sensory data.
4. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.
Weight: 10%
Did not complete the assignment or had more than 9 errors in following APA Style requirements.
Had 8-9 errors in following APA Style requirements.
Had 6-7 different errors in following APA Style requirements.
Had 4-5 different errors in following APA Style requirements.
Had 0-3 different errors in following APA Style requirements.
5. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear and organized writing.
Insufficiently followed guidelines for clear and organized writing: did not include an introductory and/or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.
Partially followed guidelines for clear and organized writing: included a partially developed introductory and/or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.
6. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10%
Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling.
Had 6-7 different errors in grammar, punctuation, mechanics, spelling.
Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling.
Had 0-3 different errors in grammar, punctuation, mechanics, spelling.
WEEK 4
Course outcomes in focus:
Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
Activities:
Readings:
Thinking, Chapter 7: “Creative Thinking.”
Thinking, Chapter 8: “Organizing.”
Supporting Topics:
Lecture 1 Topics:
Definition of creative thinking
Kinds of creative thinking
Conditions and limitations
Brainstorming and starbursting
Mnemonics
Steps to initiate the creative process
Lecture 2 Topics:
Different ways to organize thinking
Natural/mental orders topical analogical chronological causal
Five “Ws” of journalists
Five steps for effectively organizing information and ideas
CAP (Cluster, Analyze, Prioritize)
How to best use natural/mental orders
Lectures/Discussions:
Lecture on definition of creative thinking, kinds of creative thinking, conditions and limitations, brainstorming and starbursting, mnemonics, and steps to initiate the creative process.
Lecture on different ways to organize thinking, natural/mental orders (topical, analogical, chronological, and causal), the five “Ws” of journalists, five steps for effectively organizing information and ideas, CAP (Cluster, Analyze, Prioritize), and how to best use natural/mental orders.
Discussion: “Generating Topic Ideas.”
1) Choose a topic from the list in Appendix A. NOTE: The topic you choose for this exercise will be the basis of your “Critical Thinking Paper” due in Week 10.
2) On a piece of paper or in a Word document on your computer, use the “brainstorming” technique, “starbursting technique,” and “Five Ws for Journalists” technique to generate ideas for your topic.
3) In the threaded discussion –
State which topic you chose and the reasons why you chose the topic.
Identify which of the three techniques was the most productive for you as a way of generating ideas. Explain why.
State which of these techniques you think you might use for future writing projects. Explain why.
WEEK 5
Course outcome in focus:
Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
Activities:
Readings:
Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
Categorical syllogisms
Premises and conclusions
Types of propositions
Figures, validity, Venn Diagrams
Enthymemes and syllogisms in everyday life
Rules for categorical syllogisms
Lecture 2 Topics:
Reasoning errors in categorical syllogisms:
Distribution
Illicit majors and minors
Four-terms fallacy
Equivocation
Lecture 3 Topics:
Deductive argument forms
Hypothetical syllogism (and common errors)
Modus ponens and Modus tollens (and common errors)
Disjunctive syllogism (and common errors)
Valid conversions Lectures/Discussions:
Lecture on categorical syllogisms; premises and conclusions; types of propositions; and figures, validity, and Venn Diagrams.
Lecture on enthymemes and syllogisms in everyday life; rules for categorical syllogisms; and reasoning errors in categorical syllogisms: distribution, illicit majors and minors, the four-terms fallacy, and equivocation.
Discussion: “Enthymemes in Everyday Life.”
Identify an example of an enthymeme you encountered this week in the media or in a conversation.
Create a syllogism based on the enthymeme.
Determine whether the syllogism is valid or invalid and explain why.
If invalid, identify the reasoning error that is present in the syllogism.
Analyze the syllogism of one (1) other student.
Lecture on deductive argument forms, hypothetical syllogism (and common errors), Modus ponens and Modus tollens (and common errors), disjunctive syllogism (and common errors), and valid conversions.
WEEK 6
Course outcomes in focus:
Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
Activities:
Readings:
Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
Informal deductive fallacies
Fallacy of division
Circular reasoning
Either/or fallacy
Reductio ad Absurdum
Distinguishing between deductive and inductive arguments
Lecture 2 Topics:
Recognizing inductive arguments (analogies and causation)
Identifying informal inductive fallacies
Hasty generalization
Composition
Pot hoc ergo propter hoc
Extravagant hypothesis
False analogy
Slippery slope
Genetic fallacy
Appeal to authority
Appeal to tradition
Is/ought fallacy
Bandwagon
Appeal to ignorance
Lectures/Discussions:
Lecture on informal deductive fallacies, fallacy of division, circular reasoning, either/or fallacy, Reductio ad Absurdum, and distinguishing between deductive and inductive arguments.
Lecture on recognizing inductive arguments (analogies and causation); and identifying informal inductive fallacies: hasty generalization, composition, pot hoc ergo propter hoc, extravagant hypothesis, false analogy, slippery slope, genetic fallacy, appeal to authority, appeal to tradition, the is/ought fallacy, bandwagon, and appeal to ignorance.
Discussion: “Identifying Deductive & Inductive Fallacies.” Locate a piece of advertising that demonstrates one (or more) of the deductive or inductive fallacies listed below.
Describe the advertisement example that you located.
Identify the fallacy you observed in the advertisement and describe how this is an example of this type of fallacy.
Explain whether or not you believe the fallacy is effective in persuading customers to purchase or use the product or service being promoted in the ad.
Informal deductive fallacies
Fallacy of division
Circular reasoning
Either/or fallacy
Reductio ad Absurdum
Informal inductive fallacies
Hasty generalization
Composition
Pot hoc ergo propter hoc
Extravagant hypothesis
False analogy
Slippery slope
Genetic fallacy
Appeal to authority
Appeal to tradition
Is/ought fallacy
Bandwagon
Appeal to ignorance
Quiz 1
Students are to take Quiz 1 that covers the material in the first half of Chapter 9, presented in Week 5. The quiz is located in the course shell under the Week 6 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth five (5) points for a total of 100 points.
WEEK 7
Course outcomes in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Activities:
Readings:
Thinking, Chapter 10: “Scientific Thinking.”
Supporting Topics:
Lecture 1 Topics:
Distinguish between good and bad science
Interpret scientific information
Scientific Method (observation, hypothesis formulation, experimentation, and verification)
Usefulness of science
Empirical nature of science
Operational definitions
Determinism
Controlled experiments
Quasi-experimental design
Lecture 2 Topics:
Non-experimental designs
Ex post facto
Correlational
Survey method: Four criteria
Case study
Role of chance
Experimental bias
Placebo effect
Pseudoscience
Lectures/Discussions:
Lecture on distinguishing between good and bad science, interpret scientific information, Scientific Method (observation, hypothesis formulation, experimentation, and verification), usefulness of science, empirical nature of science, operational definitions, determinism, controlled experiments, and quasi-experimental design.
Lecture on non-experimental designs (ex post facto, correlational, survey method: Four criteria, and case study), role of chance, experimental bias, placebo effect, and pseudoscience.
Discussion: “Placebo Effect.” Locate a recent example in the media of a scientific study involving the placebo effect.
Identify and explain the placebo effect’s function in each step of the scientific method: observation, hypothesis, experimentation, verification.
Describe how the placebo effect impacted the results of the study.
State whether or not you were surprised by the results and why. Quiz 2
Students are to take quiz 2 that covers the material in the second half of Chapter 9, presented in Week 6. The quiz is located in the course shell under the Week 7 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth 5 points for a total of 100 points.
WEEK 8
Course outcomes in focus:
Develop skills for overcoming barriers which limit objective and productive critical thinking.
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
Activities:
Readings:
Thinking, Chapter 11: “Persuasive Thinking.”
Supporting Topics:
Lecture 1 Topics:
Persuasion
Ethics of persuasion
Motivation
Golden Rule (the Silver Rule and the Categorical Imperative)
Appeals, audience, values, and needs
Organizing for persuasion
Lecture 2 Topics:
Assorted manipulative tricks
Fallacies of pity, fear, pride
Ad Hominem
Tu Quoque
Straw Man
Withholding quantification
Ignoring the question
Red Herring
Lectures/Discussions:
Lecture on persuasion; ethics of persuasion; motivation; Golden Rule (the Silver Rule and the Categorical Imperative); appeals, audience, values, and needs; and organizing for persuasion.
Lecture on assorted manipulative tricks; fallacies of pity, fear, pride, ad Hominem, Tu
Quoque, Straw Man, withholding quantification, ignoring the question, and Red Herring.
Discussion 1: “Persuasion and Manipulation.” Consider the elements of persuasive thinking with regard to your topic for your Critical Thinking paper.
Identify the values and needs of your audience.
Identify an appeal that you can make to your audience and explain why this might be an effective form of persuasion.
Identify a type of fallacy that you need to be aware of and should strive to avoid in your persuasive argument.
Discussion 2: “5 Steps of Persuasion.”
Explain how you will follow the five steps of persuasion in your Critical Thinking paper: 1) establishing credibility, 2) acknowledging the audience’s position, 3) constructing a rationale, 4) transplanting root elements, and 5) asking for a response.
WEEK 9
Course outcome in focus:
Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
Activities:
Readings:
Thinking, Chapter 12: “Problem Solving.”
Supporting Topics:
Lecture 1 Topics:
Defining a problem
Identifying causes of the problem
Identifying solutions for the problem
Lecture 2 Topics:
Evaluation of possible solutions to a problem
Methods for generating the steps necessary for possibly solving a problem
Lectures/Discussions:
Lecture on defining a problem, identifying causes of the problem, and identifying solutions for the problem.
Lecture on evaluation of possible solutions to a problem, and methods for generating steps necessary for possibly solving a problem.
Discussion: “Problem Solving.” Select one (1) of the scenarios below.
Identify the components in the problem.
Explain from how you would get more information to solve the problem.
Provide the best solution for solving the problem.
Explain the reasons why you believe your solution would solve the problem.
1. The president of the campus Alumni Association (who has held the one-year position for the past four years) has been having a difficult time getting enough alumni to attend the annual meetings so elections can be held and a new president elected, and she really wants to step down as president. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
2. You have been appointed to the County Planning Commission. One of the growing small towns in the county needs a highway bypass to decrease traffic through its business district, but the only logical and most direct proposed bypass route takes it through one of the more affluent residential areas. The threat of increased traffic, congestion, and pollution has the residents of the neighborhood in an uproar; and the County Treasurer is also complaining that the proposed route might lead to a decrease in revenue for the county, since it would cause a decrease in property values in this affluent neighborhood. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
3. Marcus and Arishonne both work to maintain the standard of living that this couple desires, but they are unable to meet the time demands of both work and domestic life. Their job demands do not leave enough time for even the most basic things, like cleaning the house, taking care of the yard, and generally maintaining their home. They have no children, and their closest relatives are over 600 miles away. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
4. Although everything was fine five minutes ago, a secretary cannot get her computer to send a document to the printer. The document must be printed for the meeting her boss has scheduled to begin in fifteen minutes. (Kirby & Goodpaster, 2007. The instructor’s manual for thinking.)
Quiz 3
Students are to take Quiz 3 that covers the material in Chapter 11. The quiz is located in the course shell under the Week 9 tab. This is an open-book, timed quiz that can only be taken once with a time limit of two (2) hours. The quiz consists of twenty (20) multiple-choice questions with each question worth five (5) points for a total of 100 points.
WEEK 10
Course outcome in focus:
Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
Activities:
Readings:
Thinking, Chapter 13: “Evaluating.”
Thinking, Chapter 14: “Decision and Action.”
Thinking, Chapter 15: “The Challenge to Go on Thinking.”
Supporting Topics:
Lecture 1 Topics:
Testing your thinking (dialogue and monologue)
Elegance of simplicity
Imitation
Predictability
Perspective
Test of time
Lecture 2 Topics:
Reaching probable outcomes for decision making
Primary difficulties and obstacles for decision making
Developing a successful action plan
Lectures/Discussions:
Lecture on testing your thinking (dialogue and monologue), elegance of simplicity, imitation, predictability, perspective, and test of time.
Discussion: “Quality Thinking.”
Identify at least one (1) factor which is necessary for evaluating the quality of your thinking.
Explain whether it is easier to evaluate other people’s thinking than it is to evaluate your own. Why or why not?
Lecture on reaching probable outcomes for decision making, primary difficulties and obstacles for decision making, and developing a successful action plan.
Assignment 2: Critical Thinking Paper
Due Week 10 and worth 200 points
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
The paper is well-organized, and every explanation is both complete and easy to understand.
Include an introductory paragraph and concluding paragraph for the paper.
Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
Adhere to standard rules of English grammar, punctuation, and mechanics.
The paper should be checked for spelling and grammatical errors.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Create written work utilizing the concepts of critical thinking.
Use technology and information resources to research issues in critical thinking skills and informal logic.
Write clearly and concisely about issues in critical thinking using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 2: Critical Thinking Paper
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Argument follows the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Weight: 20%
Did not submit or incompletely followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Insufficiently followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Partially followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Satisfactorily followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
Thoroughly followed the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
Weight: 15%
Did not submit or incompletely defined your position and supporting evidence.
Insufficiently defined your position and supporting evidence.
Partially defined your position and supporting evidence.
Satisfactorily defined your position and supporting evidence.
Thoroughly defined your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the over-riding argument or one contained in an individual paragraph).
Weight: 20%
Did not submit or incompletely included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Insufficiently included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Partially included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Satisfactorily included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
Thoroughly included all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper.
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
Weight: 15%
All arguments appear to be invalid. Arguments contain more than three fallacies.
Only one of the arguments is valid. Arguments contain three or more fallacies.
Most of the arguments are valid. Arguments contain one or two fallacies.
All the arguments are valid. Arguments contain at least one fallacy.
All the arguments are valid. Arguments are free from fallacies.
5. Follow APA Style requirements for format, in-text citation of quotes and paraphrases, and references page.
Weight: 10%
Did not complete the assignment or had more than 9 errors in following APA Style requirements.
Had 8-9 errors in following APA Style requirements.
Had 6-7 different errors in following APA Style requirements.
Had 4-5 different errors in following APA Style requirements.
Had 0-3 different errors in following APA Style requirements.
6. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear and organized writing.
Insufficiently followed guidelines for clear and organized writing: did not include an introductory and/or concluding paragraph; did not address main ideas in body paragraphs with a topic sentence and supporting sentences.
Partially followed guidelines for clear and organized writing: included a partially developed introductory and/or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding paragraph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences.
7. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10%
Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling.
Had 6-7 different errors in grammar, punctuation, mechanics, spelling.
Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling.
Had 0-3 different errors in grammar, punctuation, mechanics, spelling.
WEEK 11
Course outcome in focus:
No new material.
Activities:
Readings:
No new material.
Lectures/Discussions:
Discussion: “Make It Real.” You’ve spent a whole quarter learning how to think more critically, and now it is time to reflect back over the course.
Identify two (2) or three (3) key concepts or skills you have learned from this course that you think will be helpful to you in your current or future positions.
Explain why you believe these concepts or skills will be beneficial to you.
V. ASSIGNMENT OUTLINE AND GRADING
Assignment Type
Total Points
Percentage
Quiz 1
100
12%
Quiz 2
100
12%
Quiz 3
100
12%
Assignment 1
100
12%
Assignment 2
200
24%
12 Discussions
240
28%
Total
840
100%
* The percentages are rounded to whole numbers to ensure 100%
Grading Scale
Points
Percentage
Grade
756-840
90-100 A
672-755
80-89 B
588-671
70-79 C
504-587
60-69 D
Below 504
Below 60 F
Critical Thinking – PHI 210
Appendix A
TOPIC LIST for Critical Thinking Paper
Dieting makes people fat.
People are too dependent on computers.
Attention Deficit Disorder (ADD) is an excuse and not a real disability.
The government spends too much on art, so the NEA should be eliminated.
Today’s Bachelor Degrees are a minimum, like high school diplomas were 30 years ago.
“Home-schooled” children are more advanced than children attending public schools.
Telecommuting will be the new way that jobs are performed in the next ten years.
The war on terror has contributed to abuse of human rights.
People with jobs should pay the health care insurance costs of people without jobs.
High school graduates should take a year off before entering college.
High school graduates should be required to spend two years in the military and then receive a free college education.
The flat tax is the fairest form of taxation.
All products that people eat/use should be first tested on animals.
All citizens should be required by law to vote.
All forms of government welfare should be abolished.
Both men and women should have paid “paternity leave” when a spouse or partner has a child.
Global climate changes are manmade, so people should change their lifestyle to protect the environment.
Global climate changes are cyclical, and global warming is just “hype” by radical environmentalists and manufacturers trying to sell “new and improved” environmentally friendly products.
Schools should distribute free condoms to high school students.
Rich countries have an obligation to give money to poorer countries.
Both parents should assume equal responsibility in raising a child.
Participating in team sports helps to develop good character.
Professional athletes deserve what they are being paid.
The production and sale of cigarettes should be made illegal.
Cities have the right to ban smoking in public.
People have become overly dependent on technology.
Beauty pageants exploit women.
Frequent playing of video games increases violent behavior.
Single-sex high schools would increase educational success.
English should be the official language of the United States.
Gay couples should have the same rights as married couples.
Drunk drivers should be imprisoned on the first offense.
Government and military personnel should have the right to strike.
College students should have complete freedom to choose their own courses and create their own curriculums.
Texting while driving is dangerous.
The primary mission of colleges and universities is preparing students for the workforce.
Financial incentives should be offered to high school students who perform well on standardized tests.
All students in high school and college should be required to take at least two years of a foreign language.
To encourage healthy eating, higher taxes should be imposed on soft drinks and junk food.
All citizens under the age of 21 should be required to pass a driver’s education course before receiving a license to drive.
Euthanasia (mercy killing) should be permitted in cases of terminally ill patients.
Anyone who voluntarily works should be willing to voluntarily participate in drug testing.
Video piracy should carry a mandatory jail sentence as well as a fine.
Foreign terrorists should have the same civil rights as citizens.
Families should be held responsible for crimes committed by teenagers.
Notification of a diagnosis of HIV and/or AIDS should be required.
Prison inmates should be allowed to remain on the recipient list ahead of other patients eligible for organ transplants.
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