PHIL/PSYC 2100 Critical Thinking
Course
Overview
This course provides tools for improved critical thinking. Critical
thinking is the careful application of reasoning to determine whether
some belief or claim is true.The course helps the student to identify,
analyze, and evaluate various patterns of reasoning as they occur in
the real world, and to reveal their potential pitfalls. The course
explores the reliability of other grounds of belief as well, such as
perception, judgment, experts, authorities, rhetoric, and the media.
The course also covers basic psychology and sociology of reasoning and
belief, and the course concludes with a critical discussion of science,
the scientific method, and religion. Students will maintain a journal
in which real life examples of the concepts discussed in class are
collected and analyzed. Students also present on a group project on a
specific topic or issue in which they apply and show off their improved
critical thinking skills.
Course
Content
This course follows the following basic schedule of topics:
Critical Thinking and Belief
People often hold beliefs based on bad reasoning, or not based on
any reasoning at all. Critical Thinking helps people to develop beliefs
that are more likely to be true. Unfortunately, there are a lot of
obstacles to critical thinking, such as institutionalized thinking,
habitual thinking, ideology, an inability to think independently, fear
of antagonizing others, fear of losing one's own identity, wishful
thinking, etc. etc. The first step to become a critical thinker is to
become aware of those obstacles, and thus not only enabling one to
actually become a critical thinker, but also realizing that the world
would probably be a better place if we all did some more critical
thinking. Indeed, critical thinking is the cornerstone of science,
philosophy, and a healthy democracy.
Arguments and Logic
Arguments provide support for the truth of claims, and are therefore
crucial for the truth-seeking process of crtical thinking. At the same
time, many people hold beliefs on the basis of bad arguments. Being
able to separate between good and bad arguments is therefore a crucial
skill of a critical thinker. We will cover argument identification
(realizing when one is presented with an argument when reading or
hearing something), argument analysis and structure (critical
reading/listening: being able to identify the exact conclusion and
supporting reasons, and how those reasons fit together in the argument
as a whole), and argument evaluation (are the supporting reasons
well-founded? Do they actually support the conclusion? How strongly? Is
the argument deductive or not? How is the logic of the argument?
etc.)
An important note to students
contemplating taking either Introduction to Logic or Critical
Thinking
Rhetorical and Emotional Strategies
Critical thinkers have a love-hate relationship with rhetoric and
emotions. On the one hand, it is good to know something about rhetoric
to get one's point across and be effective. And, emotions play an
important cognitive role in signaling appropriate or inappropriate
behavior, or flag the importance of a situation. On the other hand,
however, both rhetoric and emotions are often misused by people to try
and persuade, rather than seek truth. In fact, rhetorical and emotional
persuasion is a staple of human behavior, and a good critical thinker
should be able to once again separate the good parts from the bad
parts. Another important distinction that must be made here is to
separate between the real life presentation of the argument (whether
written, spoken, or through some other medium of communication), and
the abstract argument hidden therein.
Fallacies
Many bad arguments in real life follow one of several patterns;
patterns of thinking that, while appealing and persuasive at first
sight, turn out to bad after all. These are called fallacies. Fallacies
are ubiquitous in real life exactly because they have evolved to be so
persuasive, and thus effective, and indeed often go hand in hand with
rhetorical tactics and emotional ploys. A critical thinker must be a
master in fallacy detection.
Statistical and Causal Reasoning
Two very specific kinds of reasoning, statistical and causal
reasoning, are high-lighted, since they are fairly ubiquitous and of
great importance, but at the same time are very much subject to
pitfalls and abuse. They are particularly tricky since they have the
air of high precision and logic, and easily provide the user with a
sense of mastery of this material, when in fact they haven't mastered
this kind of reasoning at all. Indeed, reasoning involving probability,
statistics, and generalizations in general is notoriously difficult,
and that is not just about the mathematics, but also about the
background context, conditions, and assumptions that may or may not
hold in whatever real life situation one tries to apply this kind of
reasoning, as well as how material is selected, analyzed, interpreted,
and presented. The same goes for causal reasoning, in which one tries
to establish important causal claims such as vaccines causing autism,
eating bread causing Alzheimer's, etc. etc: given the potential of
correlations due to reverse causation, common cause, indirect cause, or
simple coincidence, causal claims are much more difficult to establish
than most people think.
Cognitive and Social Biases
We already saw that people are prone to many errors in reasoning and
judgment making; whether they are persuaded through the language being
used, by a few striking examples from personal or anecdotal experience,
or any other form bad reasoning. However, reasoning isn't the only way
in which humans come to beliefs: often humans adopt beliefs from people
around them, on the basis of authority, intimidation, or other form of
socialization, all of which is subject to forceful social biases
effecting clear and critical thinking. We will pay particular attention
to the media, and how to critically think about what one hears or reads
in the classroom, newpaper, street, internet, etc, and how individual,
corporate, institutional, or other forms of interest can easily bias
what and how things are presented to us. We will also take a look at
the cognitive biases behind our own perceptual skills and recollections
of memory, and other forms of cognitive and psychological biases such
as the availability heuristic, representativeness heuristic,
confirmation bias, etc. etc.
Science and Religion
The final segment of the course focuses on science and religion: two
powerful institutions that greatly affect what people believe, but that
sometimes seem to be at odds with each other. We will show how science,
and the scientific method, has incorporated and formalized many of the
critical thinking skills we have gone over in the course, and how it is
trying to insulate itself from the many potential pitfalls and biases
that plague human reasoning and belief formation. However, we will also
discuss how science isn't immune to those very biases either, and how
some people can slip into 'scientism': an unreasonable trust in
scientific theories and pronouncements. This will be followed by a
critical discussion of religion as a source of belief, but in the end,
no pronouncement as to whether 'sience' or 'religion' is 'good' or
'bad' will be made. Rather, a good critical thinker is urged to not be
distracted by any such labels, but to critically think about each and
every issue using the tools provided in the course.
Course
Assignments
There are 3 types of assignments in the course
Quizzes
Throughout the semester stduents will have short quizzes that test
the students on their ability to apply the material to small bits of
real lfie material selected by the instructor. Some of thew quizzes
will be individual, while others are done in small groups of about 3
students each.
Course Journal
An important part of the course is the Student Journal, in which
students collect examples from real life (things they read or heard,
whether on the news, in a magazine, on the internet, from their
teachers, family, or friends, etc. etc.) and analyze them using the
toold provided in the course. The material to be analyzed must be
recent and of local or global interest, thus showing the power,
importance, and aplicability of critical thinking in real life.
Group Presentation
The final project of the course is a group research and rpesentation
project. In small groups of 3 or 4 students, students pick a specific
topic to analyze, e.g. 'gun control' or 'vaccines'. The group will then
research how and what the public thinks about this topic, what the
common arguments or evidence is presented in this context, and to check
this for any of the rhetorical, emotional, psychological, social, or
other types of pitfalls and mistakes.
Typical Grade
Distribution
Typically, most grades are around a B: about half of the students
get a B-, B, or B+.
Connections to Other Courses
Some basic argument analysis is also done in PHIL-1110 Introduction
to Philosophy and IHSS-1140 Minds and
Machines, but this course goes far more in depth. On the other
hand, this course spends only little time on formal logic, which is
covered in far more depth in PHIL-2140 Introduction to
Logic. Finally, basic psychological and cognitive phenomena
referred to in this course can be studied in more depth in PSYC-1200
General Psychology, PHIL/PSYC 2120
Introduction to Cognitive Science, and PSYC-4370 Cognitive
Psychology.
Typical
Schedule of Topics
Course page Spring 2013
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