PHIL 002 Syllabus (Section 7) - Spring, 2004
California State University, Chico
Department of Philosophy

-- Spring 2004 --
PHIL 002 - Logic and Critical Thinking
Section 7, MW 4 PM, GLENN 210  
Instructor: Dr. Susan Dobra
Office: Trinity 103
Phone: 530-898-5313
Email: sdobra2@csuchico.edu
Office Hours: MW 5:15-6:00 PM & by appointment
Website:www.csuchico.edu/phil/sdobra_home.html
Current week
Philosophy Dept. Office: Trinity 121     Phone: 530-898-6184     Fax: 530-898-6046

About the reading for this course:
You are required to read all assigned web pages

Purpose of the course:
The CSU Executive Order governing critical thinking courses establishes our agenda this way: Instruction in critical thinking is to be designed to achieve an understanding of the relationship of language to logic, which should lead to the ability to analyze, criticize, and advocate ideas, to reason inductively and deductively, and to reach factual or judgmental conclusions based on sound inferences drawn from unambiguous statements of knowledge or belief. The minimal competence to be expected at the successful conclusion of instruction in critical thinking should be the demonstration of skills in elementary inductive and deductive processes, including an understanding of the formal and informal fallacies of language and thought, and the ability to distinguish matters of fact from issues of judgment or opinion.

All PHIL 02 courses satisfy General Education requirements in Area A3. Chico's policy states that students enrolled in courses meeting the critical thinking requirement 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; (4) ability to criticize, analyze, and advocate ideas with logical force within human discourse, both oral and written.

How we'll translate these policy statements into practice:

  • Discussion of texts concerning contemporary problems and perennial issues
  • Reading about and practicing critical thinking
  • Analytical, evaluative, and argumentative writing
  • Self-assessments, quizzes, and writings in class or on the web that focus on your understanding of key points of logic and critical thinking

    • Grading:
    Homework, informal writing (high-pass/pass/fail) 20%
    Class participation, discussion, collaborative group work 20%
    Formal papers 30%
    Quizzes and mid-term examination 10%
    Cumulative final examination on theory and application of logic and critical thinking 20%


    Homework and Informal Writing
    Homework assignments will be due at the beginning of class and will be graded high-pass/pass/fail. Failed assignments may be re-submitted for a passing grade for up to 2 weeks. Late assignments may be turned in for partial credit for up to 2 weeks, with the exception of drafts, which must be done on time to receive credit. However, at least one draft must be handed in before any final paper will be graded, even if it will not receive credit. Missed in-class writing may not be made up.

    Class Participation
    Learning happens best when it is active and interactive; therefore, you will be expected to be actively involved in discussion, group work, and all the day-to-day business of the class. Come to class prepared to participate, whether that means offering thoughtful responses to the readings, bringing your writing or homework, or being prepared in whatever way is appropriate. It also means being awake and attentive and contributing to the group dynamic in some way. We will do a great deal of collaborative group work, and your full participation is needed.

    Your class participation grade will be based on your presence in class, your performance on in-class writing and quizzes, your preparation, and your contributions to the discussion and group work. Since studies show that required attendance is one of the best ways to ensure success in university classes, you are expected to attend class; more than 4 absences will result in a reduction of your class participation grade, more than 6 absences will result in an F on the class participation grade and possible failure of the course. No one with more than 8 absences will pass the course, no matter what the circumstances--missing that much class for whatever reason, even a legitimate one, precludes getting credit for the course. Continual lateness will count as an absence. People with fewer than 3 absences will receive extra credit in class participation.

    Essays
    Although we will be doing many kinds of writing, both in class and out, you will be required to turn in two formal essays, each of which will be an argumentative essay that will critically analyze the reasoning of an assigned reading and use that analysis to support a conclusion about its reasoning. They will be worth 15% of your final grade each. You must turn in a draft before the final paper will be graded, and you must turn in both papers to pass the course. At the end of the course, you will be have the option to submit a revision of one of your previously written papers to be averaged in with your paper grades. You should revise this paper by addressing the questions and concerns raised in the feedback you get from me and from your classmates. Only a significant revision will get a higher grade.

    Papers should be typewritten, with one-inch margins on all sides. Each paper you hand in should have a heading that includes your name, the paper number and the date on which you are turning it in. Each paper should also have a title, centered above the opening paragraph, with no underline or quotation marks. Keep a photocopy or computer file of all papers you turn in; missing papers will be your responsibility to replace. Each time a paper is due, hand in all previous papers and drafts as well. A folder will be necessary to keep them all together. Please put your name and section number on the outside of the folder. Papers and drafts are due at the beginning of class; do not skip class or come in late because you are finishing up a paper. When papers are due, turn them in to me personally or, if they are unavoidably late, put them in my mailbox in the Philosophy Department (the slot above my name). Late papers will receive a penalty of a grade reduction for each day late (e.g., a B+ would become a grade of B, a B would become a B-). Extensions may be granted in extraordinary circumstances, but arrangements must be made before the day the paper is due. Foresee your problems; come talk to me.

    A word about grammar, punctuation and spelling: Although "correctness" is not the most important aspect of writing, it is necessary in academic writing. Therefore, formal papers must show an acceptable level of correctness in grammar, spelling and punctuation. Papers that do not meet these standards, or that do not meet other acceptable standards of academic writing or that do not fulfill the assignment, will be given an "NC" (no credit). You may revise and/or edit any paper on which you receive an NC and turn it in to receive credit, but you must do so by the date given on the NC grading sheet, and your paper will receive a full grade deduction from whatever grade it earns. If you get more than one NC, you should make an appointment to come discuss your problems with me and be prepared for the possibility that you may have to repeat the course.

    Final Examination
    The final exam will be given during finals week. Check Week 16 on the syllabus for dates, places and times. You may take the exam at either one of the two times I give it. The final exam will be cumulative, covering all the material of the course, and will be part short-answer, part written analysis in form.

    Collaborative Group Work
    As part of your participation in this course, you will be working in groups. Collaborative group work allows you to discuss problems with each other, to get practice at skills being taught, and to get feedback on your writing when it is still "in process," so you can revise your essay before it is graded. Collaborative group work requires a commitment on the part of each member to the group as a whole. You should approach each group workshop prepared to give as much as you get.

    Course Partners
    Early in the course, I will ask you to select a course partner, someone with whom you can easily get in touch and who will be a resource for you throughout the semester. You should feel free to call your partner whenever you miss class or you have a question about anything in the class or when you just need someone to talk to about your writing.

    Honor Code
    Honesty isn't just a good idea; it's the law. I will assume all students in this class will conduct themselves according to the following guidelines: You should understand all the meanings of the word "plagiarism" agree not to commit this academic offense in the preparation of your work for this class. I encourage you to get help with your writing, either by visiting the Writing Center when you first get your assignment or by seeking out other help. The best help is the kind that enables you to understand the assignment, get ideas, and develop those ideas. As you near the completion of your paper, it's OK to get someone to point out errors in spelling, punctuation, or grammar, but not to fix them for you or re-write any part of the paper for you. Using papers on file anywhere, papers written for past classes, papers sent for in the mail, found on the internet, or bought from "campus research" outfits, in toto or in part, is cheating--both the university and yourself. Don't do it. Please read the university's policy on academic honesty

    Concerns About Class
    If at any time for any reason you feel uncomfortable with something about what happens in this course or feel that something needs to be said that is not being said, please voice your concerns, either in class or in private with me. For example, if you are painfully offended by something that is said in class, or feel that important perspectives are not being considered or not being considered fairly, or that the discussions or texts are in some way biased as to race, ethnicity, gender, sexual preference or in some other way, please be assured that your concerns will be taken seriously. We are all here to be educated--including me.

    Also, anyone who may need accommodations for any type of physical or learning disability should speak with me as soon as possible.

    Course Schedule by Week

    Assigned reading should be done before class discussion. Print out a copy of web-based readings to bring to class. To help focus your reading, you should take note of the objectives listed for each week.

    This syllabus is subject to change; please check weekly!

    Week 1-- January 26, 28
    INTRODUCTIONS, HOW TO HANDLE COURSE MATERIAL
      Reading and Homework:
        Monday: Course policy, introductions, selection of course partner
        Wednesday: 1) Read How to GUT a Difficult Text. 2) Write a paragraph about your course partner, giving reasons why he/she is potentially the most interesting person in the class.

      Objectives:
        To understand what is expected of you
        To get to know each other a little
        To distinguish among ways to approach texts for different purposes

      Web Resources:
      How to GUT a Difficult Text
    Week 2-- February 2, 4
    WHAT IS AN ARGUMENT?
      Reading and Homework:
        Monday: 1) GUT "Media Control and the Mass Mind," from The Power of Partnership by Riane Eisler. Print it out and bring it to class. 2) Read the Claim Checklist and What is (and is not) a Claim.
        Print these documents out and bring them to class. (Do this with all web documents). 3) Re-read "Media Control and the Mass Mind," writing down what you think are the some of the most important claims.

        Wednesday: 1) Find a letter to the editor from a local paper that has something to do with the elections, the president, or with the current situation in Iraq, cut it out, tape or paste it to a full-sized sheet of paper, and bring it in. Identify the main claim or conclusion of the letter, either by underlining it or writing it underneath the letter. Make it an interesting one! 2) Read Supporting Claims with Evidence,
        print it out, and bring it to class.
      Objectives:
        Be familiar with the following concepts: claim, fact, judgment, argument, premise, issue
        Be familiar with the basic structure of an argument.
        Be familiar with premise and conclusion indicators.
        Be able to identify conclusion and premises in an argument.

      Web Resources:
      Claim, Premise, Argument, Issue Checklist
      What is (and is not) a Claim
      Supporting Claims with Evidence

    Week 3--February 9, 11
    WHAT IS A SYLLOGISM AND WHAT ARE ITS COMPONENTS?
      Reading and Homework:
        Monday: Write a brief paragraph that is in the form of an argument. Start with an issue question. Somewhere in the paragraph, come to a conclusion and use some premises to support it. Then, make a claims chart of the paragraph.
        Wednesday: Find another letter to the editor from a local paper (or continue to work with the one you used for Friday). Identify the main claim or conclusion of the letter, and identify the premises. On a separate sheet, make a claims chart, and attach the letter to it.
      Objectives:
        Be familiar with the following concepts: syllogisms, premises, conclusion
        Be familiar with the basic structure of a syllogism.
        Be able to identify conclusion and premises in a syllogism.

      Web Resources:
      How to Identify Conclusions
      How to Identify Premises
      Claims Chart for TIME Letter to the Editor-Option 1
      Claims Chart for TIME Letter to the Editor-Option 2
      What is a Syllogism?
    Week 4 --February 16, 18
    HOW DO YOU DERIVE A SYLLOGISM FROM A TEXTUAL ARGUMENT?
      Reading and Homework:
        Monday: Read "Issues Left Untackled" by Eli Pariser and make a claims chart out of it, identifying the conclusion and the main supporting premises. Over the top of the claims chart, write what the issue is.
        Wednesday: 1) From the argument you wrote yourself, make an enthymeme. Try to find the missing premise. 2) Create an enthymeme out of someone's reasoning that you hear during the day. Put it in the form of A-->B b/c A -->C. Find the missing premise.

      Objectives:

        Be familiar with the following concepts: enthymeme, implied premise
        Be able to derive an implied premise from an argument by constructing an enthymeme
        Understand the analysis of an an argument to be identifying the conclusion and the premises, both stated and implied.

      Web Resources:
      Syllogisms and Enthymemes
    Week 5 --February 23, 25
    REVIEW OF CLAIMS, ARGUMENTS, CONCLUSIONS, PREMISES, SYLLOGISMS, AND ENTHYMEMES
      Reading and Homework:
        Monday: Review all the web resources from Weeks 1-4 and write down any questions that you have. Complete Quiz #1 Review online, print it out, and bring in to class

        Wednesday: QUIZ #1
      Objectives:
        Be familiar with the following concepts: claim, fact, judgment, argument, premise, issue
        Be familiar with the basic structure of an argument.
        Be familiar with premise and conclusion indicators.
        Be able to identify conclusion and premises in an argument.
        Be familiar with the following concepts: syllogisms, premises, conclusion
        Be familiar with the basic structure of a syllogism.
        Be able to identify conclusion and premises in a syllogism.
        Be familiar with the following concepts: enthymeme, implied premise
        Be able to derive an implied premise from an argument by constructing an enthymeme
        Understand the analysis of an an argument to be identifying the conclusion and the premises, both stated and implied.

      Web Resources:
      How to GUT a Difficult Text
      Claim, Premise, Argument, Issue Checklist
      Supporting Claims with Evidence
      How to Identify Conclusions
      How to Identify Premises
      What is a Syllogism?
      Syllogisms and Enthymemes
    Week 6--March 1, 3
    HOW DO YOU TELL A GOOD ARGUMENT FROM A BAD ARGUMENT?
        Monday: Email me at sdobra2@csuchico.edu if you missed Quiz #1 2) Use the conclusion you found for "Media Control and the Mass Mind" and what you would consider a main premise to create an enthymeme, find the missing premise, and put the argument in the form of a syllogism
        Wednesday: Use the syllogism you constructed for "Media Control and the Mass Mind" and attach a sheet that says whether you think the premises are reliable or not and why. Start to look for an argument that you will work on for Paper #1.
      Objectives:
        Be familiar with the following concepts: cogent reasoning, and fallacious reasoning, relevant premises, reliable premises, adequate premises
        Understand what makes an argument cogent and what makes one fallacious.
        Be familiar with the concept of validity.

      Web Resources:
    Week 7--March 8, 10
    HOW CAN WE TELL A GOOD ARGUMENT FROM A BAD ONE?--PART TWO
      Reading and Homework:
        Monday: 1) Use the syllogism you constructed for the "Media Control and the Mass Mind" and add to the evaluation of the premises by saying whether you think the premises are relevant and adequate or not and why. 2) Read Introduction to Categorical Logic. and Categorical Claims
        Wednesday: For your letter to the editor (or a new one that you choose): 1) Create a syllogism out of the enthymeme formed by the conclusion and main premise. 2) Evaluate the premises for reliability, relevance, adequacy. Take one premise at a time and ask "Is this a reliable claim?" Answer, with a short explanation of why for each premise. Then, ask of each premise, "Is this claim relevant to the conclusion?" and answer, with a short explanation of why for each premise. Then, ask of both premises together, "Are these adequate to come to this conclusion?" Answer, with a short explanation.

      Objectives:

        Be familiar with uses of categorical reasoning
        Be able to distinguish between inductive and deductive arguments.
        Know the four types of standard-form categorical claims

      Web Resources:
      Introduction to Categorical Logic

    Spring Break!!!
    Week 8 --March 22, 24
    HOW CAN WE DETERMINE WHETHER A SYLLOGISM IS VALID?

    Week 9 --March 29, 31
    HOW DO YOU EVALUATE ARGUMENTS IN THE WORLD?
      Reading and Homework:
      Objectives:
      To pull together everything we have been doing so far in the course
      To apply the skills of analysis and evaluation (including testing for validity) to full texts
      To understand the terms cogent and fallacious
      To consider the contexts for critical thinking and understand why it is important

    Assignment for Paper #1
      For one of the argumentative texts you have been working with:
      Write an essay analyzing and evaluating the argument: in other words, tell what the structure of the argument is (main claim, main premise --> enthymeme--> standard form categorical syllogism) and determine whether it is cogent or fallacious or somewhere in between. You will be making an argument in this paper, and your thesis (conclusion) will be that the argument either is cogent or is fallacious (or is somewhere in between). Your support for that thesis (or your premises) will be the analysis and evaluation you do of the short argument you are working with. To do this you will want to go through each of the steps outlined on the checklist below

      You should think of the audience for this paper as being people who are not in this class but who have read the argument but who do not agree with your evaluation of it. Your purpose is to convince them that your evaluation is worth considering by explaining to them how to evaluate an argument and then supporting your thesis that the argument in question is or is not cogent (or is somewhat less than cogent).


      Checklist for Paper #1

    Web Resources
    Week 10 --April 5, 7 REVIEW OF COURSE SO FAR
    Week 11 --April 12, 14
    REVISION
    Week 12--April 19, 21
    RE-VISIONING THE MEDIA