Department of Philosophy |
 |
-- Fall 2003 -- |
| PHIL 02 - Logic and Critical Thinking | |
| Gregory
Tropea
Curtis Peldo - Mark Minch Heidi Anderson - Bobby Dupree - Shaun Watson |
| Where to find us and when... | |
| Instructor's office: Trinity 118 | Hours in Resource Room and by appt.; drop-in welcome except Tues and Thurs 10-11 AM |
| Resource room: OCNL 247 | Click here for schedule |
| Email assistance: Heidi Anderson | andersonr55@hotmail.com |
Phone: 898-5058 (Office) / 898-6183 (Philosophy Department) / 898-6046
(Fax)
Instructor's email:
gtropea@csuchico.edu
Web Site:
http://www.csuchico.edu/phil/gtropea_home.html
All PHIL 02 courses satisfy CSU Chico General Education requirements
in Area A3.
Chico's policy states that students in a Critical Thinking course must
demonstrate
1. ability to distinguish between fact and judgment and between
belief and knowledge;
2. ability to distinguish between correct and incorrect reasoning,
including an understanding of the formal and informal fallacies in
language and thought;
3. knowledge of and skill in using elementary methods and patterns
of reasoning, including induction and deduction; and
4. ability to criticize, analyze, and advocate ideas with logical
force within human discourse, both oral and written.
| Tests and quizzes (avg. of best 4 out of 5) | 30% |
| Cumulative final examination on theory and application of critical thinking method | 30% |
| Critical writing -- group analytical essay (see writing guide at end of syllabus) | 40% |
| Grades may be affected by evidence of deficient participation in course activities. | |
Purpose of the assignment: The main purpose of the writing in this course is to improve your analytical skills. Each of the group paper types described below is specifically focused on the techniques of critical thinking, though in slightly different ways. Your group will decide which of the paper types it wants to do.
The method of analysis described in Case Discussion (Type 1) essay assignment is derived from the discipline of philosophical counseling. Though a complete presentaion of a philosophical method is beyond the scope of this course, the method of analysis used in the course's writing assignments is functional in its own right.
The method of analysis to be used in the Three Short Reports (Type 2) paper is focused less on understanding an entire situation and more on isolating successes and failures in argumentation and rhetoric.
Grading criteria: Evaluation of analytical writing should not be a mysterious process. The criteria for this course are located h e re. You might want to print this page out. If you want to score your work, you can use th i s scoring form.
Group essay procedure: We will be working on the essays over
a period of several weeks. We will begin with some dramatized
discussions that portray some successes and failures in dealing with
problems. Each student will write a full-length essay assignment that
follows the directions for one of the esay types below.
After individual draft essays are completed, it will be the
responsibility of the group to bring members' ideas together into a
single comprehensive essay. Exchanging files electronically will make
the editing process much easier. In the end, however, each individual's
own work is to be attached to the group paper for evaluation of
individual contributions and identification of areas where additional
work is necessary before the final exam. Because the writing assignment
is about methodical analysis, it is a mistake to include personal
opinions about the subject in an analysis--the main task of the paper is
documenting and analyzing critical thinking issues; the group writing
process should help each student learn to refine overly subjective
remarks out his or her analytical writing.
Each group shall attach a cover sheet to the work it hands in. The cover sheet may be printed from the sample on the web or written clearly following that format. Incomplete or illegible cover sheets may result in a grade of "Incomplete" for all members of the group until errors are fixed. Notice that each group member must personally sign the cover sheet. If a group member cannot be located or does not participate adequately, the group must include an explanatory note.
Analytical Essay Type 1 - The Case Discussion
General problem: A fictionalized individual (the subject) will discuss his or her ideas about something that is important to him or her. After opening remarks, several volunteers from the class will ask questions that seek to reveal the subject's reasoning or follow out its implications. The discussion will last about 20-25 minutes.
Essay format: Final analytical essays should have a target length of about 1,500 words, but it may be necessary to write a longer essay to present the group's understandings adequately.
1. Ostensible Problem: Briefly state the ostensible problem or issue as presented in the written text or the subject's opening remarks. The ostensible problem is the idea or situation that the subject presents as the first or main problem for discussion. The ostensible problem may or may not turn out to be the primary focus of discussion as it proceeds. This section can be completed adequately in a short paragraph.
2. Background Facts: List the relevant background facts (including beliefs) that the subject or text presents in the spoken or written discussion. Use complete sentences so that claims the subject makes are explicitly reported, as contrasted a simple list of topics that conveys much less information. Think of this section as a report of what happened in the opening statement and class discussion or, in the case of a written text, of factual claims that appear in the text and are relevant to the position being analyzed. Concentrate on reporting ideas that will be relevant to the Critical Thinking Issues section (just below).
3. Critical Thinking Issues: Describe key points in the development of the discussion, especially focusing on which critical thinking principles were either used successfully or violated. Explain a relevant selection of the case's critical thinking issues carefully, using a separate paragraph for each critical thinking topic. This section is where most o the credit for the paper is earned and must comprise the bulk of the paper. It should demonstrate competence in numerous and diverse critical thinking techniques. Refer to the textbook extensively to make the analysis specific and methodical.
4. Promising and Unpromising Threads: Note at least one thread in the discussion that seemed most promising (i.e., something that seemed worth discussing further) and one that was not very promising (i.e., that seemed to lead away from away from the subject's own actual concerns). In an analysis of a written text, identify points in the discussion that could usefully have been explained further. Explain your judgments briefly.
5. Assumptions: Note apparent assumptions made by anyone involved in the discussion (including the subject) that could reasonably be questioned. Also note unstated conclusions that could be drawn from claims that were made in the discussion.
6. Subject's Achievements: Briefly explain what the discussion achieves for the subject, if anything. Does the subject seem to accept any new ideas or agree to consider new possibilities? Does the subject become perceptibly more firmly resolved to hold on to his or her views?
Note: The opening statements for discussions from previous years and other texts for analysis can be accessed at Materials for Students. ["B" level sample analytical essay here] This semester's cases will relate topically to The American Soul.
Analytical Essay Type 2 - Three Short Reports
General problem: Individuals will address the class, presenting various ideas for consideration. In most cases, the agenda to convince us of something will be obvious, but in some cases the talk may appear to be informative. From the presentations, each individual in the group is to select three that he or she would like to write about, and then write three short reports using the format below. The group is then to select the three presentations it would like to report on and create three good analyses from the material in its possession.
Essay format: Reports are to be at least 500 words each, though they may be longer if there is sufficient material to justify the extra length.
1. Identify the purpose of the presentation. If there was a thesis or conclusion that the presenter intended to argue, state what it was.
2. Describe key points in the development of the presentation, especially focusing on which critical thinking principles were either used successfully or violated. Explain a relevant selection of the critical thinking issues carefully, using a separate paragraph for each critical thinking topic. This section must comprise the bulk of the paper. Refer to the textbook extensively to make the analysis specific and methodical.
3. Note apparent assumptions made by anyone involved in the discussion (including the presenter) that could reasonably be questioned. Also note unstated conclusions that could be drawn from claims that were made in the discussion.
Cautionary note 1: The purpose of this assignment is to demonstrate broad competence in critical thinking techniques. This is where credit accumulates. Credit will not be given for simple reports or summaries of what happened in the presentation. Evaluative opinions that do not make clear and competent use of critical thinking concepts will not earn credit.
Cautionary note 2: The materials from previous years are not very relevant for assignments of this type.
Extra Credit Possibilities
Check your WebCT account for this class to see what extra credit options may be open. These may be short essays or other interactive items that go beyond the minimum requirements of the course. All extra credit work must explicitly demonstrate competence in critical thinking techniques.