PL 225: Thinking Critically, Living Creatively

Course Description

This course is an introduction to critical thinking.  It covers problem solving, the structure of arguments, fallacies of argument, and the analysis of different types of argument including:  ethical, legal, and scientific.

Supplemental Course Information

Academic Learning Activities Required Outside of Scheduled Class Time: (Instructor Add or Delete 5-week hybrid/F2f classes only)

Course Meeting Times/Place

Term: [instructor add]
Location: [Instructor add Online/Campus]
Start Date: [instructor add]
End Date: [instructor add]
Time: [instructor Add]
Type: [Online, Face to Face, Blended, Hybrid]

Instructor Information

Name of instructor: [instructor add]
Office Location: [instructor add]
Office Hours: [instructor add]
Office Phone: [instructor add]
Regis.edu email: [instructor add]

Course Objectives

Upon completion of this course, learners should be able to:

  1. Make a transition from unreflective thinking to critical thinking
  2. Use critical thinking skills to evaluate and solve complex problems.
  3. Apply a variety of ethical theories to analyze situations and make ethical decisions.
  4. Describe the structure of arguments and analyze different types of arguments: chronological, causal, analogical, scientific, legal, and statistical.
  5. Explain common fallacies and apply the knowledge to identify fallacious arguments in popular culture.

Course Materials

Required Texts

Chaffee, J. (2019). Thinking critically (12th ed.). Boston: Cengage Learning. ISBN: 978-1-337-55850-1.

Required Materials

Materials on Ereserve: http://ereserves.regis.edu/ares/.

Optional Materials

Optional Resources are provided in WorldClass under the Table of Contents.

Technology Tools

Minimum Technology Requirements

Course Assignments & Activities

Week Reading Graded Assignments and Points
1. Thinking About Thinking, Problem-Solving, and Structures of Belief

Chaffee, J. (2019):  10-25, 98-210, 302-338.

Read or watch “This is water,” a commencement speech delivered by David Foster Wallace at Kenyon College on May 21, 2005.

Ereserve:

Loyola, Ignatius: excerpt from Spiritual Exercises
  1. Introductions (Not graded) 
  2. Memo (first draft) 2%
  3. Memo (final draft) 3%
  4. Discussion Questions 10%
  5. Mind Map 5%
2. Arguments and Fallacies

Chaffee, J. (2019):  338-372, 420-497.

Ereserve:

Morrow, David R. & Weston, Anthony: excerpt from A Workbook for Arguments
  1. Concept Formation Paper (first draft) 2%
  2. Concept Formation Paper (final draft) 3%
  3. Fallacies Presentation 5%
  4. Discussion Questions 10%
3. Legal, Scientific, and Statistical Arguments

Chaffee, J. (2019):  498-517.

McCormick, Matt. (2019): Understanding Statistical Arguments.
https://sites.google.com/site/mccormickphilosophy/home/critical-thinking-syllabus/critical-thinking-schedule/understanding-statistical-arguments

Ereserve:

Aldisert, Ruggero J., et al: “Logic for Law Students”

Noakes, Tim: "Dr. Cade's Concoction," excerpt from Waterlogged
  1. Argument Map 10%
  2. Discussion Questions 10%
4. Ethical Reasoning

Chaffe, J. (2019):  372-418.

Hardin, G. (1974). Lifeboat ethics.
http://www.garretthardinsociety.org/articles/art_lifeboat_ethics_case_against_helping_poor.html

Dear, J. (2011). Gustavo Gutierrez and the preferential option for the poor.
http://liberationtheology.org/library/National_Catholic_Reporter_-_Gustavo_Gutierrez_and_the_preferential_option_for_the_poor_-_2011-11-09.pdf

Mind Tools.  (2019). What are Your Values?
https://www.mindtools.com/pages/article/newTED_85.htm
  1. Ethical Analysis Paper (first draft) 3%
  2. Ethical Analysis Paper (final draft) 5%
  3. Final Project Preparation 5%
  4. Discussion Questions 7%
5. Thinking Critically, Living Creatively Chaffee, J. (2019): 518-554
  1. Final Project (first draft) 2%
  2. Final Project (final draft) 12%
  3. Discussion Questions 6%
    Total points = 100%

Note to Learners: On occasion, the course faculty may, at his or her discretion, alter the Learning Activities shown in this Syllabus. The alteration of Learning Activities may not, in any way, change the Learner Outcomes or the grading scale for this course as contained in this syllabus. Examples of circumstances that could justify alterations in Learning Activities could include number of learners in the course; compelling current events; special faculty experience or expertise; or unanticipated disruptions to class session schedule.

School for Professional Advancement Grading Scale:

Letter Grade Percentage Grade Point
A 93 to 100 4.00
A‾ 90 to less than 92 3.67
B+ 90 to less than 89 3.33
B 83 to less than 87 3.00
B‾ 80 to less than 82 2.67
C+ 78 to less than 79 2.33
C 73 to less than 77 2.00
C‾ 70 to less than 72 1.67
D+ 68 to less thank 69 1.33
D 63 to less than 62 1.00
D‾ 60 to less than 62 0.67
F Less than 60 0

University and SPA Policies

Review the SPA Policies on the Regis University website. specifically note these items:

Additional Policies:

  1. Academic Support Resources Statement
  2. Disability Accommodations Statement
  3. Academic Integrity Statement