Summer 2019 - PHIL 105 D100
Critical Thinking (3)
Class Number: 3218
Delivery Method: In Person
An introduction to the evaluation of arguments as they are encountered in everyday life. The central aim will be to sharpen skills of reasoning and argumentation by understanding how arguments work and learning to distinguish those which actually prove what they set out to show from those which do not. Open to all students. Student with credit for PHIL XX1 may not take this course for further credit. Q/Breadth-Social Sci/Sciences.
The official name of this course, Critical Thinking, is not very informative because “critical thinking” means different things to different people. The unofficial name says what the course really is: How to Think. The purpose of this course is to think clearly and reason well. The course is not “What to Think”. It will not give you a bunch of facts, and the exams will not ask you for facts. It’s not that we don’t care about truth. The ultimate purpose of clear thinking and good reasoning is to find, understand, and communicate truth. But our goal here is not to memorize facts. Our goal is to develop a set of thinking tools that we can use to get true beliefs and avoid false ones. We’ll always need some true beliefs to begin with. The tools on their own are not enough. If we start with too many false beliefs, the concepts and skills of good reasoning alone will not help us. But if we care about truth, and are willing to learn about the world so that we have some facts to reason with, the tools of critical thinking are very powerful. These tools include argument analysis, basic logic and probability, and scientific reasoning. Developing them requires hard work. But it’s worth the hard work because they empower us to better understand the world around us, to recognize when we should change our beliefs, to find and criticize other people’s errors, and to clearly organize, express, and defend our thoughts. So get ready to think!
COURSE-LEVEL EDUCATIONAL GOALS:
- Recognize and reconstruct arguments.
- Evaluate examples of deductive and inductive categorical reasoning.
- Evaluate arguments that use logical operators and natural language conditionals.
- Provide and describe counter-examples, and formulate objections as arguments.
- Analyze examples of scientific reasoning with the concepts of observation, alternative explanation, prediction, and necessary conditions.
- Apply rules of probability to describe examples of hypothesis testing.
- Recognize and criticize some common fallacies of confirmation.
- Reconstruct and evaluate arguments based on analogical or statistical samples.
- Criticize a biased sample using the concept of correlation.
- Recognize and evaluate the method of difference in informal examples of causal reasoning.
- Formulate and analyze controlled experiments.
PHIL 105 may be applied towards the Certificate in Liberal Arts, the Quantitative Requirement, and the Breadth-Social Sciences Requirement OR the Breadth-Science Requirement (but not both; student can choose which Breadth requirement to satisfy and plan enrollment in other courses accordingly).
Note: PHIL 105 has replaced PHIL XX1. If you have taken PHIL XX1 in the past and you enroll in PHIL 105, it will be considered a repeat.
- Exam 1 20%
- Exam 2 20%
- Final Exam 45%
- Lecture Participation 10%
- Lecture Quiz 5%
MATERIALS + SUPPLIES:
PDF supplied with registration
Department Undergraduate Notes:
Thinking of a Philosophy Major or Minor? The Concentration in Law and Philosophy? The Certificate in Ethics? The Philosophy and Methodology of Science Certificate?
Contact the PHIL Advisor at firstname.lastname@example.org More details on our website: SFU Philosophy
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS