American University of Ras Al Khaimah

ACADEMIC EXCELLENCE - REDEFINED

Course Syllabus Fall 2015 (subject to revisions)

Course Information:

Course Title:

Critical Thinking and Reasoning

Course Code:

PHIL 100

Prerequisite(s)/
Co-requisite(s):

ENGL 100/101 highly

recommended

Credit Hours:

Department:

General Education or Arts,

Humanities and Social Sciences/
School of Arts and Sciences

Designation:

University
Requirement or
Elective

Class Time:

Section 1: Mon&Wed 8-9:15

Section 2: Mon&Wed 9:30-10:45

Class Room:

Final Exam
Date:

See current exam schedule on

AURAK webpage (beware it may
change last minute!)

Final Exam
Location:

Section 1: G209
Section 2: B102

See announcement

Instructor Information:

Instructor:

Instructor's
E-mail:

Dr. Philipp Dorstewitz

Instructor's
Office:

33

philipp.dorstewitz@aurak.ac.ae

Office Hour:

Mon 10:15-11:45 am

Course Descriptions: (as in Catalog)

This introduction to basic principles of reasoning and critical thinking enhances the
learners abilities to evaluate various forms of reasoning in everyday life and in
academic disciplines. The course explores such topics as inductive and deductive
reasoning, the nature and function of definitions, fallacy types, statistic use and
misuse, and the rudiments of logic.

Course Literature:
Lewis Vaughn, The Power of Critical Thinking: Effective Reasoning
about Ordinary and Extraordinary Claims (New York: Oxford UP,
2010) or latest edition ISBN13: 978-0-19-537792-7.

Textbook(s):

Verlinden, Jay: Critical Thinking and Everyday Argument 2005,

Thomson Wadsworth, Belmont
Walton, Douglas: Informal Logic a pragmatic approach. 2 nd ed.
CUP, 2008
Sinnott-Armstrong, Walter & Robert Fogelin: Understanding
Arguments- an introduction to informal logic. Wadsworth.

Online Sources:

Very helpful are the following philosophy encyclopedias:

Stanford Encyclopedia of Philosophy
Internet Encyclopedia of Philosophy
Coursera.org

Course Objectives:
This course enables students to:

Understand the importance of logical thinking and argument

Recognize and use basic forms of deductive argument
Recognize and use basic forms of inductive argument
Recognize and avoid the use of common informal fallacies such as appeal to
the majority
Recognize and avoid the use of common informal fallacies such as appeal to
the majority, appeal to authority, and begging the question
Analyze and use statistical arguments carefully
Recognize the structure of moral arguments

Weekly Schedule of Course Topics and Out of Class Assignments

(subject to revisions):
Week
Topics
Assignment Out/Due
Week 1

Introduction: Reason and

Argument

Week 2

Arguments

Week 3
Week 4

Obstacles to Critical
Thinking/The Environment of
Critical Thinking
Culture and Dialogue

Week 5

Diagramming arguments and

reasons for belief and doubt

Week 6

Persuasion, Manipulation and

Faulty Reasoning

Week 7

Review and Midterm Exam

Week 8

Deductive reasoning and

baby logic

Midterm Exam: during class

time

Week 9

Deductive reasoning:
propositional Logic

Week
10

Expertise, Testimony and

Inductive Reasoning

Week
11

Inductive Reasoning and

Scientific Explanation

Week
12

Scientific Methods and

Practices

Week
13

Journals due:
Judging Moral Arguments and Submit final version of your
Journal on Safe Assign
Theories
(Blackboard)

Week
14

Debating assignment

Week
15

Course Review and

Assignment

Week
16

Exam

Student Debates:

Final Exam: see AURAK

academic calendar

Topics and Literature in detail (subject to revisions)

Week 1 Reason and Argument
Meeting 1: critical reasoning
Literature:
Descartes, R. (1903 [1637]). Discourse on the Method etc. Chicago: Open Court.
Part I+II; online at project Gutenberg: http://www.gutenberg.org/files/59/59-h/59h.htm
Meeting 2: the power of critical thinking
Vaughn Ch1. The power of critical thinking

Week 2: Arguments
Meeting 1: what is an argument?
Literature

Monty Python. The argumentation clinic. (see youtube)

Lau, ch. 8.
Sinnot-Armstrong, W. & Fogelin, ch.1
Meeting 2: Argument and reasoned dialogue
Literature
Walton, Douglas: Informal Logic a pragmatic approach. 2 nd ed. CUP, 2008, ch. 1

Week 3: Obstacles to Critical Thinking/The Environment of Critical

Thinking
Meeting 1: obstacles
Literature
Vaughn Ch. 2: obstacles to critical thinking/the environment of critical thinking
Meeting 2: worldviews and language
Vaughn Ch. 2: part 2 perils of a haunted world view
Philosophy Bites: Rae Langton on hate speech
(http://philosophybites.libsyn.com/rae-langton-on-hate-speech) (-> pay special
attention to the part on speech act theory)

Week 4: Culture and Dialogue

Meeting 1: The logic of intercultural dialogue
Parekh, B.: Rethinking Multiculturalism, Ch. 9, Section: 1 (The logic of
intercultural dialogue)
Meeting 2: Making sense of arguments
Vaughn, ch. 3 (all till diagramming arguments)
Recommended:
Lau: Ch. 9 (valid and sound argument)
Recommended literature:
Walton: Ch.5 (valid arguments)

Week 5: Diagramming arguments and Reasons for Beliefs and Doubt

Meeting 1: Understanding and diagramming complex arguments

Vaughn, ch. 3 (part diagramming arguments)

Meeting 2: Diagramming exercise / Perception, memory, judgment

Vaughn, Ch. 4: (Reasons for beliefs, second half: personal experience & fooling
ourselves)
Recommended:
Lau: Ch. 20
Acquaint yourself with the following homepage:
http://criticalthinking-mc205.wikispaces.com/Media+Resources#Detecting%20Media%20Bias

Week 6: Persuasion, Manipulation and Faulty reasoning

Literature:
Meeting 1: Biases, Manipulation
Vaughn ch. 4
Meeting 2: Fallacies
Vaughn Ch.5

Week 7: Categorical Reasoning

Meeting 1: Deductive Reasoning and propositional logic & revision of
open questions
Vaughn Ch. 6

Recommended:
Sinnott-Armstrong & Fogelin: Ch.6 Recommended literature: Crews-Anderson,
Ch.2; Lau Chs. 7 Sinnott-Armstrong & Fogelin: Ch. 7

Meeting 2: Revision of open question for midterm exam

Review for first half of the course

Week 8: Midterm Exam

No meeting on Monday: reading and home revision for midterm exam

Wednesday: Midterm exam

(check announcements and assignments)

Week 9: Deductive Reasoning: Categorical Logic

Meeting 1: Statements, classes and Venn diagrams
Vaughn, Ch 7
Meeting 2: Exercising Venn Diagrams

Week 10: Expertise, Testimony and Inductive Reasoning

Meeting 1: Appeals to experts and authority and epistemic injustice
Literature:
Vaughn Ch. 3 (Reasons for Belief and Doubt: first part Experts and Evidence):
Fricker, Miranda: on Philosophy Bites (podcast):
http://www.philosophybites.libsyn.com/webpage/category/Miranda%20Fricker
Recommended:
Walton Ch.7
Fricker, Miranda (2007): Epistemic Injustice Power and the Ethics of Knowing, Oxford, OUP
(Introduction & Conclusion)

Meeting 2: Inductive reasoning

Literature:
Vaughn, ch. 8 (inductive reasoning)
Recommended:
Lau, ch. 17
Sinnott-Armstrong & Fogelin: Ch.11
Walton, ch. 8
Browne, Keeley ch. 155 (are statistics deceptive?)
Dooremalen, H. [et.al.] (2007). Exploring Humans. An introduction to the
Philosophy of the Social Sciences. Amsterdam: Boom. Chapter 6

Lau: Ch.14 (Mills Method)

Crews-Anderson: Ch. 3

Week 11: Inductive reasoning and scientific explanations

Meeting 1: Reasoning by analogy and causal statements
Literature:
Vaughn, ch.8, relevant sections (pp. 296ff)

Meeting 2: Inference to the best explanation

Literature:
Vaughn, Ch.9

Week 12: Scientific Methods and Practices

Meeting 1: Scientific theories - the good, the bad and the ugly
Literature:
TBA
Vaughn, Ch. 10

Meeting 2: Science is what scientists do

Literature: TBA
Recommended
Kuhn, T.S. (1970). Anomaly and the Emergence of Scientific Discoveries. In idem,
The Structure of Scientific Revolutions (pp. 52-76). Chicago: Chicago University
Press.

Week 13: Moral arguments and the public use of reasoning

Meeting 1: Normative Frameworks
Literature:
Vaughn: ch. 11 part 1

Meeting 2: Arguments in the public debate

Literature: TBA

Week 14: Debating Assignment

Presentations and debates

Week 15
Course review and Exam
Week 16
Assignment

Course Student Learning Outcomes:

Through development of critical thinking and reasoning learners are able to

CSLO 1

Understand the major concepts of reasoning, the features of an

argument and the ability to represent them.

CSLO 2

Critically examine and analyze written and spoken arguments.

CSLO 3
CSLO 4
CSLO 5

Distinguish between good and bad reasoning, credibility of sources,

plausibility of claims and to identify fallacies in reasoning.
Compare, assess and use inductive and deductive reasoning.
Prepare and present arguments supporting or against propositions.

Grading Plan:
Methods

Week/Date

Weights

Journal

14

20%

Presentations/Participation*

15%

Debate

12

15%

Mid-Term Exam

20%

Final Exam

Exam period

30%

*Coursera:

If students successfully accomplish one of the below Coursera modules to their name,
the achievement will be taken into account in their journal grade.
Coursera: Think Again
Coursera: Critical Thinking in a Global World
Optional alternative courses subject to approval by instructor
Students will be asked to keep a regular journal for duration of the course. This should
contain answers to questions set by the tutor, which address the course material. The
journal gives evidence of regular preparation and homework and forms an integral part
of the participation grade. If journal is supplemented with a Coursera course certificate,
the learning achievement of this course should also be reflected in the journal

Mapping Student Learning Objectives onto Assignments

Journal
CSLO 1
CSLO 2
CSLO 3
CSLO 4
CSLO 5

Presentations/
participation

Debate

x
x
x
x
x

x
x

Mid-term
exam
x
x
x

Final Exam
x
x
x

Grading System and Scale:

University course work is measured in terms of quantity and quality. A credit normally
represents one hour per week of lecture or recitation or not fewer than two hours per week of
independent or laboratory work throughout a semester. The number of credits is a measure of
quantity. The grade is a measure of quality. The university system for undergraduate grading
is as follows:
Grade

Percentage Scores

Grade Points

90-100

4.0

A-

87-89

3.7

B+

84-86

3.3

80-83

3.0

B-

77-79

2.7

C+

74-76

2.3

70-73

2.0

C-

67-69

1.7

D+

64-66

1.3

60-63

1.0

0-59

Methodologies for Teaching and Learning:

Outline of the methodologies used to achieve and assess the students learning outcomes:
Participation and class discussion contribute significantly to the learning process.
Written assignments must follow the assigned format and must be submitted at
the beginning of class on the due date.

Cooperative Learning Lectures

Quizzes and Home work
Class participation activities
Exams

Relevant Policies
A. Academic Misconduct.
The Honor Code and Honor System
The Honor Code is an integral part of university life. Students are responsible, therefore,
for understanding the codes provisions. Cheating and attempted cheating, plagiarism, lying,
and stealing of academic work and related materials constitute Honor Code violations. In the
spirit of the code, a students word is a declaration of good faith acceptable as truth in all
academic matters. To maintain an academic community according to these standards,
students and faculty must report all alleged violations to the Honor Committee.
AURAK expects its students to uphold high standards of academic integrity and conduct.
In particular, students are required to:
Attend classes regularly and punctually.
Be actively involved in class discussions and other course related classroom
activities.
Complete assignments on time.
Meet the requirements for course and program completion.
Abide by high standards of academic integrity, ethics, and honesty.
Refrain from cheating on homework and examinations, plagiarizing other
peoples work by submitting it as their own, or any other forms of academic
dishonesty.
Adhere to the published test or examination rules and regulations.
Make every effort to maintain good academic standing.
Given the internet and easy access to information and knowledge sources, the University is
committed to students learning in an ethical manner. For all academic assignments, project
work, and presentations, students need to ensure that due acknowledgement is given to the
source of any information which they incorporate in their work. The following are some
examples of academic misconduct:

Cheating/using unfair means in examinations

Significant paraphrasing in written academic work that is unacknowledged
Unacknowledged use of information or ideas unless such ideas are common place
Citing sources which student has not read or referred to
Breaching the word limit of assignments and mentioning wrong word count
Plagiarism

Plagiarism
Plagiarism is a serious academic offense. Plagiarism is the use of someone elses ideas,
words, projects, artwork, phrasing, sentence structure or other work without properly
acknowledging the ownership (source) of the property (item). Plagiarism is dishonest because
it misrepresents the work of someone else as ones own. It is intellectual theft as it robs others
of credit for their work. Plagiarism takes many forms including:

Using someone elses words without putting those words in quotation marks and
providing full information about their source, sufficient information so that another
person could easily locate the words that are being quoted, whether it is in an article, a
book, or on the web.
Using unique, original ideas, phrases, sentences, paragraphs, or other materials, etc.
from a single source or a variety of sources such as a text, journal, web page,

electronic source, design, artwork, etc. in ones work without citing all sources. For a
student found plagiarizing, the punishment will be a failing grade in the assignment
without the right to redo the assignment up to a failing grade in the course.
Examples of Cheating. Acts of cheating include, but are not limited to, the following:
1. Copying from another students paper during an exam, or allowing or encouraging
another student to copy from your paper during an exam.
2. Having someone else take your exam in your place, or taking an exam for someone
else.
3. Obtaining unauthorized access to exams and accepting exams obtained by
unauthorized access.
Examples of Plagiarism. Acts of plagiarism include, but are not limited to, the following
1. Handing in as original, work prepared by someone else or preparing/completing
someone elses work.
2. Copying from a book or other publication without citing sources.
3. Using the same work to satisfy the requirements of two or more courses (during the
same or different terms).
4. Having someone else rewrite a rough draft or rewriting a rough draft that is not your
own work.
Violations of plagiarism are subject to evaluation according to the criterion of reasonable
doubt. The students right to appeal and the procedures to be followed in carrying out the
appeal of the Universitys decision is clearly stated in the Student Handbook.
Any violations of the Universitys academic rules, regulations or directives are reported to the
Deputy Vice Chancellor Academic Affairs and may result in one of the following disciplinary
measures.

Verbal or written warning

Repeating the term
Dismissal from the University

Please refer to the relevant section in the Handbook and ensure a clear understanding of the
provisions of the University honor code and honor system in order to avoid infringement of
the policy and attendant penalization.
B. Concerns about grades or other course matters.
Students are responsible for their learning experiences. If you are concerned about a class
matter, first discuss it with the instructor. If the matter is not resolved, the next step is to meet
with the Program Chair. If you still have a concern, meet with the Dean. The matter is likely
to be resolved before it reaches that point, but if it is not, then the following positions are next
on the organization chart: the Deputy Vice Chancellor for Academic Affairs, and, finally, the
Vice Chancellor. Students who decide to jump to the top will be referred back to the
appropriate next step.
C. Assignments
University policy is that assignments are due on the date assigned. Instructors may refuse to
accept late assignments or lower the grade that would be otherwise given.

D. Attendance.
University policy is that students are to attend all classes and to arrive on time. Verified
emergencies may require an absence or delay, but habitual tardiness or absence affects your
learning and disrupts the class. Your presence is important since student contributions are a
significant part of classroom activity and absence deprives others of your contributions.
According to current University Regulations for attendance
E. Mobile Phones
All mobile phones, pagers and/or other communication devices should be turned off before
entering the classroom.
F. Diversity and the Use of English
English is the common language of the AURAK campus, the use of which includes everyone.
It is the only language to be used in the classroom. AURAK brings together students and
faculty from diverse cultural and linguistic backgrounds, which is one of the strengths of the
university. This diversity provides an opportunity to share our different experiences and
enlarge our understanding of the world.