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Approved by Faculty Senate
University Studies Course Approval:
Department Program: Philosophy Department
Course Number: 110
Number of Credits: 3
Course Title: Critical Thinking
Catalog Description:
110 - Critical Thinking - 3 S.H.
This computer-assisted, self-mastery course teaches you how to employ good reasoning
skills and how to avoid being fooled by bad reasoning and rhetorical tricks. Competencies
acquired in this course include the following: Identifying, evaluating, and constructing
arguments; identifying informal fallacies; and testing syllogisms and propositional
arguments for validity and overall cogency. Practice exercises and exams are done on
computer. Offered each year.
This is an existing course that has previously been approved by A2C2.
Department Contact Person for this course: Kevin Possin
Email: kpossin@winona.edu
The proposed course is designed to satisfy the requirements in:
Unity and Diversity—Critical Analysis
CRITICAL THINKING
PHIL 110
University Studies—Critical Analysis
Critical Analysis courses in the University Studies program are devoted to teaching
critical thinking or analytic problem-solving skills. These skills include the ability to
identify sound arguments and distinguish them from fallacious ones. The objective of these
courses is to develop student's abilities to effectively use the process of critical
analysis. Disciplinary examples should be selected to support the development of critical
analysis skills.
As one can see by the following analysis of Critical Thinking 110, the entire
course is dedicated to this goal of developing critical thinking skills and developing
the students’ abilities to effectively use the process of critical analysis.
CRITICAL THINKING
Goal: Critical thinking is the process of
requiring and assessing reasons for a person's beliefs, values, and actions. The ultimate
goals of critical thinking are truth and avoidance of error. The means to these goals are
1) to adopt beliefs, values, and action plans for which one has the best reasons and 2) to
refrain from adopting those beliefs, values, and action plans for which one either lacks
reasons or has reasons to believe are in error.
Student Competencies Students will be able to:
a. Identify Arguments: Identify
reasons/arguments by
their function. Distinguish arguments from, for example,
assertions, descriptions, and explanations.
b. Dissect Arguments: Identify and distinguish the parts
of arguments--premises, conclusions, and subarguments.
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and 2)
the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs,
values, and action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely
the probable truth of their conclusions given the evidence
cited in their premises.
f. Critically Review Definitions: Analyze concepts to determine necessary
and sufficient conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the
elements
involved in advancing and defending a position.
These courses must include requirements and learning activities that promote students'
abilities to...
1. Evaluate the validity and reliability of
information.
Among the above-mentioned student competencies developed in CT especially
devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs, values,
and action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely
the probable truth of their conclusions given the evidence cited in their
premises.
2. Analyze modes of thought, expressive works,
arguments, explanations, or theories.
Among the above-mentioned student competencies
developed in CT especially devoted to this criterion are:
a. Identify Arguments: Identify reasons/arguments by
their function. Distinguish arguments from, for example,
assertions, descriptions, and explanations.
b. Dissect Arguments: Identify and distinguish the parts
of arguments--premises, conclusions, and subarguments.
g. Dissect and Assess Position
Papers: Identify and distinguish
the elements
involved in advancing and defending a position.
3. Recognize possible inadequacies or biases in
the evidence given to support arguments or conclusions;
Among the above-mentioned student competencies
developed in CT especially devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs, values,
and action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely
the probable truth of their conclusions given the evidence cited in their
premises.
f. Critically review definitions: Analyze concepts to determine necessary and
sufficient
conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a position.
4. Advance and support claims.
Among the above-mentioned student competencies developed in CT especially
devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely the
probable truth of their conclusions given the evidence cited in their
premises.
f. Critically review definitions: Analyze concepts to determine necessary
and sufficient conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a position.
CRITICAL THINKING
PHIL 110
Curriculum, Outcomes, Policies, and Requirements
University Studies—Critical Analysis
Goal: Critical thinking is the process of
requiring and assessing reasons for a person's beliefs, values, and actions. The ultimate
goals of critical thinking are truth and avoidance of error. The means to these goals are
1) to adopt beliefs, values, and action plans for which one has the best reasons and 2) to
refrain from adopting those beliefs, values, and action plans for which one either lacks
reasons or has reasons to believe are in error.
Student Competencies Students will be able to:
a. Identify Arguments: Identify
reasons/arguments by
their function. Distinguish arguments from, for example,
assertions, descriptions, and explanations.
b. Dissect Arguments: Identify and distinguish the
parts
of arguments--premises, conclusions, and subarguments.
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs, values,
and action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to 1) assess
the validity of deductive arguments and 2) assess the defensibility
of inductive arguments, namely the probable truth of their conclusions
given the evidence cited in their premises.
f. Critically Review Definitions: Analyze concepts to determine necessary
and sufficient conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a position.
Exam Requirements
• • Course
Contract • •
For every Exercise Type or Module in the Critical Thinking Software, you must do at
least one practice session consisting of at least 20 problems, reaching a proficiency of
at least 50%.
These practice sessions must be verified by means of printouts, which you will hand in.
You may not take an exam on an Exercise Type until you have completed its corresponding
practice requirement discussed above. Exams taken prior to practice are void.
To pass an exam, you must get a score of at least 60. You may repeat exams and review
your exams as often as you like, to improve your score above 60. No credit is given for
scores below 60—this is a work-to-competency course.
All scores must be verified by means of printouts, which you will hand in. Immediately
after printing out your exam, attach your Practice printout to it, and hand the pair in to
the Lab Assistant, who will verify that it is yours by checking your picture
identification. Exams not handed in immediately after printing are void.
Assignments and due dates for each Exercise Type [Exam, with corresponding Practice
printout] are announced in class.
Due dates are FINAL—you will have
approximately 2 weeks to reach competency.
Also required:
• Microquizes—no make-ups, -10 pts. per microquiz missed
• Brief final on Self-Defense position paper manual
Course Grades:
Average score of at least 90 = A
Average score of at least 80 = B
Average score of at least 70 = C
Average score of at least 60 = D
Average score of below 60 = F
Progress Log
Exercise Type |
Due Date |
Practice Done |
Exam Score |
Argument Identification |
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Anatomy of an
Argument |
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Wh'd Ya Know About
Arguments--Level 1 |
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Wh'd Ya Know About Arguments--Level 2 |
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Informal Fallacies |
|
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Standard Cat. Form |
|
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Venn Diagrams |
|
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Enthymemes |
|
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Wh'd Ya Know About
Arguments--Level 3 |
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Conditionals |
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Standard Prop. Form--
Easier |
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Standard Prop. Form--
Harder |
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Truth Tables |
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Argument Forms |
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Wh'd Ya Know About
Arguments--Level 4 |
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Self-Defense
Anatomy of a Position Paper |
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All course activities and assignments simultaneously address all University
Studies’ required course outcomes in Critical Thinking 110, in the following ways:
Critical Analysis courses in the University Studies program are devoted to teaching
critical thinking or analytic problem-solving skills. These skills include the ability to
identify sound arguments and distinguish them from fallacious ones. The objective of these
courses is to develop student's abilities to effectively use the process of critical
analysis. Disciplinary examples should be selected to support the development of critical
analysis skills.
As one can see by the following analysis of Critical Thinking 110, the entire
course is dedicated to this goal of developing critical thinking skills and developing
the students’ abilities to effectively use the process of critical analysis.
CRITICAL THINKING
Goal: Critical thinking is the process of
requiring and assessing reasons for a person's beliefs, values, and actions. The ultimate
goals of critical thinking are truth and avoidance of error. The means to these goals are
1) to adopt beliefs, values, and action plans for which one has the best reasons and 2) to
refrain from adopting those beliefs, values, and action plans for which one either lacks
reasons or has reasons to believe are in error.
Student Competencies Students will be able to:
a. Identify Arguments: Identify
reasons/arguments by
their function. Distinguish arguments from, for example,
assertions, descriptions, and explanations.
b. Dissect Arguments: Identify and distinguish the parts
of arguments--premises, conclusions, and subarguments.
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs, values,
and action plans unjustifiably.
e. Taxonomize Arguments: Identify and
distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely the
probable truth of their conclusions given the evidence cited in their premises.
f. Critically Review Definitions: Analyze concepts to determine necessary
and sufficient conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a position.
These courses must include requirements and learning activities that promote students'
abilities to...
1. Evaluate the validity and reliability of
information.
Among the above-mentioned student competencies developed in CT especially
devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments that
are commonly used to trick people into adopting beliefs, values, and
action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to 1) assess the
validity of deductive arguments and 2) assess the defensibility of inductive
arguments, namely the probable truth of their conclusions given the evidence
cited in their premises.
2. Analyze modes of thought, expressive works,
arguments, explanations, or theories.
Among the above-mentioned student competencies
developed in CT especially devoted to this criterion are:
a. Identify Arguments: Identify reasons/arguments by
their function. Distinguish arguments from, for example, assertions,
descriptions, and explanations.
b. Dissect Arguments: Identify and distinguish the parts
of arguments--premises, conclusions, and subarguments.
g. Dissect and Assess Position Papers: Identify and distinguish the
elements involved in advancing and defending a position.
3. Recognize possible inadequacies or biases in
the evidence given to support arguments or conclusions;
Among the above-mentioned student competencies
developed in CT especially devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
d. Identify Fallacies: Identify types of arguments
that
are commonly used to trick people into adopting beliefs, values,
and action plans unjustifiably.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely the
probable truth of their conclusions given the evidence cited in their premises.
f. Critically review definitions: Analyze concepts
to determine necessary
and sufficient conditions, i.e., essential properties.
g.
Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a
position.
4. Advance and support claims.
Among the above-mentioned student competencies developed in CT especially
devoted to this criterion are:
c. Assess Arguments: Identify and assess the cogency
of arguments in terms of 1) the truth of their premises and
2) the relevance of their premises to the truth of their conclusions.
e. Taxonomize Arguments: Identify and distinguish
between deductive and inductive arguments. Be able to
1) assess the validity of deductive arguments and
2) assess the defensibility of inductive arguments, namely the probable
truth of their conclusions given the evidence cited in their premises.
f. Critically review definitions: Analyze concepts to determine necessary and
sufficient conditions, i.e., essential properties.
g. Dissect and Assess Position Papers: Identify and distinguish the elements
involved in advancing and defending a position.
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