Discipline: Philosophy Degree Credit  [X]
Non Credit  [ ]
Nondegree Credit  [ ]
Comm Service  [ ]
 

Riverside Community College District
Integrated Course Outline of Record

Philosophy 11


COURSE DESCRIPTION
11 Critical Thinking Units: 3.00
 
Prerequisite: None.
 
This course presents critical thinking as a skill to be used for better understanding, evaluating, and constructing arguments. The focus will be on developing and enhancing the student's ability to identify, analyze, and present arguments. Topics covered through analysis and writing include the nature of argument, inductive and deductive reasoning, rhetoric, theory of knowledge, scientific method, and informal fallacies. 54 hours lecture.
 
SHORT DESCRIPTION FOR CLASS SCHEDULE
Introduction to critical thinking as it relates to everyday experience and general knowledge.
 
ADVISORY ENTRY SKILLS
None.

STUDENT LEARNING OUTCOMES
 Upon successful completion of the course, students should be able to:

1.   Explain what critical thinking is, how it can improve one's ability to
      communicate both orally and in writing, as well as help build
      problem-solving skills.

2.   Apply an assortment of rules and principles to analyze, evaluate, 
      and compose arguments, distinguishing them from other forms of
      persuasive message.

3.   Critically assess textbook passages, newspaper articles, moral 
      arguments, and mass media through an analysis of the various
      thodologies employed.

4.   Identify and evaluate evidence from a variety of sources.

5.   Analyze the implications of one’s own and others’ assumptions and
      biases.
 
COURSE CONTENT
  TOPICS
 
  1. Definition of critical thinking
  2. Problem of knowledge (with an emphasis on the ways in which conceptions of knowledge vary across lines of gender, ethnicity, religion, and national identity).
  3. The nature and structure of arguments including formal definition of argument; identification, analysis, and composition of arguments.
  4. Evaluation of arguments including formal and informal fallicies.
  5. Application of critical thinking. Analysis of examples of written work, taken from media sources, textbooks, etc. as well as analysis of students' work. 
 
METHODS OF INSTRUCTION
 Methods of instruction used to achieve student learning outcomes may include, but are not limited to:

  • Present class lectures/discussions/demonstrations in order to familiarize students with successful and unsuccessful written and oral communication patterns; help build problem-solving skills; recognize, analyze, evaluate, and compose arguments; identify fallacious patterns of reasoning; and critically assess published materials.
  • Create small group activities in order to work with others to understand productive and unproductive reasoning patterns, and to identify assumptions and biases.
  • Develop and assign class and written exercises and handouts that require analysis and understanding of required reading, apply rules and principles to recognize, analyze, evaluate, and compose arguments; challenge problem-solving skills.
  • Show videos/films/slides/audio tapes in order facilitate critical analysis of current issues.
  • Conduct individual conferences in order to assist in the organization of essays, the recognition, composition, and analysis of arguments, and evaluation of evidence.
  • Develop and assign web-enhanced/online learning tasks/activities such as discussion and elaboration of assigned texts to assure competency, practical exercises that reinforce problem solving techniques, identification of fallacious patterns of reasoning, investigation of critical thinking websites to deepen understanding of the contexts in which good thinking is conducted; and discussion board postings that allow the student to express reasoned viewpoints about assigned topics.
  • Invite guest lecturers to present contrasting points of view and belief systems in order to stimulate discussion and evaluation.
 
METHODS OF EVALUATION
 Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation which may include, but are not limited to:

  • Oral reports/presentations designed to demonstrate the student’s ability to solve problems, recognize, compose, and analyze arguments and evidence and identify fallacious patterns of reasoning.
  • Quizzes, examinations and self-tests designed to evaluate the student’s ability to identify key ideas and patterns of reasoning, demonstrate problem solving skills, apply an assortment of rules and principles of critical reasoning, and to assess textbook passages, newspaper articles, and mass media presentations.
  • Written assignments designed to provide an opportunity to create and evaluate an argumentative essay, and compose reasoned responses to assigned topics.
  • Group and individual projects designed to show evidence that the students are able to work with others to solve problems and to come to an understanding of successful patterns of oral and written communication.
  • Recording and assessing participation and regular attendance.
ASSIGNMENTS

Required Reading Assignments


Required Writing Assignments


Other Outside-of-Class Assignments
 
COURSE MATERIALS
 All materials used in this course will be periodically reviewed to ensure that they are appropriate for college level instruction. Possible texts include:

  • Damer, T. Edward. Attacking Faulty Reasoning: A Practical Guide to Fallacy-Free Arguments. any: Wadworth Publishing, 2004.
  • Epstein, Richard. Critical Thinking. any: Wadsworth Publishing, 2005.
  • Moore, Brooke Noel and Parker, R. . Critical Thinking. any: McGraw-Hill, 2006.
  • Ruggiero, Vincent. Beyond Feelings: A Guide to Critical Thinking. any: McGraw-Hill, 2004.
  • Salmon, Merrilee. Introduction to Logic and Critical Thinking. any: Wadsworth Publishing, 2001.
  • Teays, Wanda. Second Thoughts: Critical Thinking for a Diverse Society. any: McGraw-Hill, 2003.
  • Wright, Larry. Critical Thinking: an Introduction to Analytical Reading and Reasoning. any: Oxford University Press, 2001.
05/08
1500