PHILOSOPHY 3 COURSE SYLLABUS: CRITICAL THINKING
INSTRUCTOR: Sean Martin
OFFICE: Emeritus 1512
OFFICE HOURS: Monday 2:00-3:00; Tuesday 12:30-1:30; Thursday 1:00-3:00
E-MAIL: [email protected]
PHONE: 527-4607
INSTRUCTOR HOMEPAGE: https://profiles.santarosa.edu/sean-martin
COURSE DESCRIPTION
Critical thinking is the general term given to a wide range of cognitive skills and intellectual dispositions needed
to effectively identify, analyze, and evaluate arguments and knowledge claims; to discover and overcome
personal prejudices; to formulate and present relevant reasons in support of conclusions; and to make
reasonable, intelligent decisions about what to believe and what to do. Critical thinking also entails the
development of certain character traits. Critical thinkers are passionate about truth. They take a thoughtful look
at all sides of an issue and treat opposing views with charity. Critical thinkers are skeptical and unwilling to
accept at face value a claim for which there is little rational basis. At the same time, critical thinkers are openminded in that they are willing to revise their beliefs in light of new information and/or relevant principles. In
addition, critical thinkers are self-reflective in that they are aware of the ways in which their own expectations,
emotions, beliefs, biases and self-interests influence their evaluation of claims. The general aim of this course is
to assist students in developing these intellectual skills and dispositions.
Official Course Outline : https://portal.santarosa.edu/SRweb/SR_CourseOutlines.aspx?CVID=20520&Semester=20123
SOME SPECIFIC LEARNING OBJECTIVES
As a result of taking this course, you should be able to …
 recognize common barriers to critical thinking such as relativism, egocentrism, sociocentrism, and wishful
thinking.
 identify arguments in their natural settings;
 identify unclear uses of language such as ambiguity, vagueness, and emotionally loaded language;
 draw appropriate inferences from given information;
 recognize hidden assumptions and implied premises and conclusions;
 effectively analyze arguments into their constituent elements;
 evaluate the acceptability of premises in terms of their plausibility and relevance toward the conclusions
they are intended to support;
 distinguish between validity and soundness as they are related to deductive arguments and to evaluate
inductive arguments for inferential strength and cogency;
 recognize common fallacies in everyday reasoning;
 summarize and reconstruct an argument contained in an extended prose passage; and
 recognize and critically assess extended arguments both in everyday contexts and in fields such as politics,
law, economics and science.
SOME GENERAL COURSE GOALS
In addition to these specific learning objectives, this course also aims to foster
 the habit of making reasonable, rationally defensible choices;
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the habit of assessing the reasonableness of one’s beliefs and values;
the intellectual virtues characteristic of critical thinkers: intellectual perseverance, independent thinking,
intellectual courage, intellectual integrity, intellectual curiosity, intellectual humility, intellectual empathy
and so forth;
an appreciation of the role critical thinking plays in decision making, both private and public;
an appreciation of the importance of looking at an issue from a variety of points of view and of recognizing
the complexity that surrounds most controversial issues; and
an appreciation of the power of human reason and a recognition of its limitations.
This is an interactive course in which you will be expected to actively engage philosophical questions and
participate in discussion of issues of both personal and social import.* You will eventually be expected to
develop and clearly explicate in writing your own positions on some of the topics we explore while
demonstrating competence in the techniques we develop over the semester.
Class meetings will be devoted to Socratic discussion and lecture. Each student is expected to have carefully
read and completed assigned materials before each meeting. This class demands a fair amount of reading and
reflection each evening. It is recommended that you take careful notes on each reading assignment to
familiarize yourself with the terms, concepts and/or arguments offered there. Be sure to allow yourself
adequate time to complete exercises and read each assignment at least twice. Reading assignments in this
class, though relatively short in duration, are sufficiently complex in content to require greater attention to
detail than many students are accustomed to. You are strongly encouraged to bring questions and insights to
class and be prepared to discuss them. Our class meetings are the best and most appropriate time to ask
questions about the subject matter and assignments in the course. This offers an opportunity for the whole class
to benefit from the question as well as any feedback that is offered. You are also encouraged to seek
clarification of course materials during office hours.
COURSE TEXT
Bassham, Gregory, et al, Critical Thinking, 5thed (Custom Edited for Sean Martin, SRJC Phil. Dept.)**
Various Handouts and On-line Readings to be posted on the class homepage
EXAMS AND ASSIGNMENTS
Grades will be based on participation, regular quizzes and/or brief written assignments, at least three exams,
and one cumulative evaluative project. Specifics about exams and writing projects (including dates) will be
provided during the course of the semester.
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Participation is measured by your presence, preparation for, and active engagement in class discussions and
activities.
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Quizzes will test your comprehension of assigned readings as well as your ability to apply the skills and
strategies discussed in those readings. Brief written assignments will test your ability to apply basic skills and
problem-solving techniques to particular issues in written format. Your lowest quiz grade will be dropped so
as to account for any unavoidable absences or other mishaps. Make-up quizzes, as a rule, will be offered for
medical and other unavoidable circumstances only, and should be taken on the first day a student returns to
class and prior to the date at which graded quizzes are returned to the rest of the class. A make-up may be
provided so long as you are able to arrange to take the quiz prior to the time graded quizzes are returned to
class (often the next class meeting from the time the quiz was taken). If you are unable to take a make-up
(either during my office hour or by appointment) prior to the time when graded quizzes are returned to the
class, you may drop the quiz as your lowest quiz score. It is the student’s responsibility to contact the
instructor (ideally by email) prior to returning to class to determine whether a make-up opportunity can be
arranged.
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Exams will, in most cases, cover material in two-three chapters of study. The final exam is worth the same
percentage of your grade as any other exam and is not cumulative.
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One extended written project is required. This project will be a critical evaluation of some current issue of
social importance. In this project you will analyze and evaluate an extended argument concerning a matter
of social and ethical significance. Specifics about the project will be provided later in the course.
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Extra credit assignments may (or may not) be offered at the discretion of the instructor. Please do not make
personal requests for extra credit. If any extra credit is offered, it will be offered to the entire class as
initiated by the instructor. In general, you should not count on extra credit to be a factor in the
determination of your grade.
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Late assignments will be accepted, however, there will be a 10% penalty for each class period that the
assignment is late. All graded written assignments must be typed unless otherwise noted.
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Regular homework assignments (e.g. exercises from the textbook) will not generally be collected and/or
graded. Nonetheless, it is your responsibility to complete each assigned exercise and be prepared to discuss
your work in class. I reserve the right to collect homework should I perceive a pedagogical justification for
doing so. Also, participation in discussions regarding assigned homework is an excellent way to increase your
participation score in the class.
The final grade for the course will be calculated as follows:
Participation
Quizzes and Brief Written Assignments:
Exams:
Final Evaluative Project:
10%
20%
50%
20%
(100 points)
(200 points)
(500 points)
(200 points)
Each of the items in these categories will be averaged and that average percentage will then be translated into
points according to the weight prescribed above. For example, if your quiz scores are 75%, 63% , 82%, 91%,
70%, and 94%, your average for the quiz category would be 79%. Since quizzes are worth 200 points, this would
mean your quiz total is 79 x 2 = 158/200. There are a total of 1000 points possible in the course. An “A” requires
900+ points, a “B” requires 800+ points, etc.
ATTENDANCE POLICY
Attendance and participation are important in this class. Students are expected to attend all classes. If absence
is unavoidable, the circumstances should be explained to the instructor (though not during scheduled class
times). It is your responsibility to contact me to obtain any information on assignments or assessments given
on days you are not able to attend. Up to two absences due to personal illness, family emergency, or
participation in college-sanctioned activities will ordinarily be deemed excused when supported by appropriate
evidence (e.g. including, but limited to, written documentation). Beyond this, all absences are counted against
your attendance record, though the instructor will make appropriate and reasonable accommodations where
circumstances and fairness permit. In cases of excessive absence (greater than 10% of class meetings) or chronic
lateness (for any reason) a student may be dropped from the course or their final grade may drop by as much as
a full letter grade. Please arrive at class on time. Each time a student is tardy is counted as ½ of an absence.
Unsatisfactory attendance is gauged as follows:
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either 3 absences or 6 instances of tardiness or any combination of the two (e.g. 2 absences and 2 instances
of tardiness)
Good attendance is gauged by the following:
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no more than 2 unexcused absence (See section below on “Contagious Illness”)
If your absence is unsatisfactory, this may be used as a factor in determining your final course grade. Good
attendance and class participation, in contrast, will be counted as a positive determinant in cases where the
student is on the borderline between a higher and a lower grade for the course. For example, if you end up with
793/1000 points, and have excellent attendance and satisfactory participation, you will receive the benefit of
the doubt and receive a “B” in the class. However, a person with the same number of points who has
unsatisfactory attendance will receive a “C” in the class. For the SRJC policy regarding attendance, see:
http://www.santarosa.edu/polman/8stuserv/8.1.5P.pdf
SOME NOTES REGARDING STUDENT RESPONSIBILITY AND CLASS DISCUSSIONS:
It is my educational philosophy that students must take personal responsibility for their own learning. I do not
“give grades” at the end of the semester. I record the grades that are earned by you, the student, according to
the formula described above. As an instructor, I can present and discuss the material, clarify concepts and
provide direction, but ultimately, it is your responsibility to apply yourself to the subject matter and adopt
responsible and regular study habits. As adults in a post-secondary institution of learning, you are the primary
agent responsible for learning and mastering the material; and so if you do not comprehend an assignment or
reading, you must take initiative, ask questions, and get involved in class discussions or speak with me during
office hours (see discussion of office hours below). Be an active learner. If you are confused by the material in
the course, then ask questions (of me or of fellow students), conduct library research (e.g. with the assistance of
one of our helpful research librarians), form study groups, visit a tutor, etc. Don’t expect learning to just happen
of its own accord. Genuine learning requires humility, diligence and discipline. As a general rule, you should
expect to spend at least 2-3 hours of study outside of class for each hour spent in class (i.e. a minimum of 6-9
hours per week in addition to 3 hours per week spent in class).
Since this class involves a good deal of student interaction, it is necessary that we agree to follow some basic
guidelines of mutual respect. Some of the topics covered in this course are controversial and likely to promote
strong emotions. In such an environment, conversations can become passionate and even volatile. We should
keep in mind that the principle aim of such discussions is to increase our understanding of the concepts,
principles and skills pertaining to the evaluation of issues as well as to foster a respectful understanding and
tolerance of each other’s perspectives. The classroom must be an environment of free intellectual exchange if
this endeavor is to prove successful. Hence, the following will be expected of all students.
o
Respect for Classmates and Appropriate Behavior: At no time will abuse or personal attacks (verbal or
otherwise) of any student be abided. Talking or whispering while others are speaking is not acceptable
behavior. It is distracting and frustrating for those who want to know what is going on in the class. I will
issue informal notices for occasional outbursts. However, those students who persist in disruptive behavior
may be asked to leave the classroom or face other disciplinary actions as allowed by district policy.
Behaviors that SRJC board policy recognize as disruptive and subject to sanction include (but are not limited
to) the following:
 Repeatedly talking to others when the instructor or another student is speaking;
 Sleeping during class;
 Making excessive or unnecessary noise, including snoring;
 Repeatedly entering or leaving a class during lecture;
 Interrupting instructor or other students;
 Repeated irrelevant questions;
 Belligerent or verbally abusive argument;
 Bringing children, friends, radios to class;
 Horse play or other attention-seeking activity.
o
Come Prepared for Discussions and Exercises: It is vital that you come to each class prepared to engage in
the class session. This means you should have completed all assigned exercises and readings and come
prepared to ask questions, offer insights, listen carefully to others or otherwise engage in the course
materials. Class time is the best time to ask questions. Though office hours are a useful opportunity to
receive more detailed clarifications, most questions you have should be addressed during assigned class
time.
o Cell Phones, laptops and other devices: I am cognizant of the pervasive influence of personal computing
devices (e.g. cell phones) on modern life. The issues raised by this are many and complex. Minimally,
ringtones and other noises should be turned off at all times during class. For those who act responsibly and
do not allow their devices to cause distraction to the class (including me, other students, and YOURSELF)
responsible use of such devises is allowed. For example, computer devices may be used for the purpose of
taking notes or looking up a term, fact, or other relevant information during class discussions or exercises. In
general, sending or receiving text messages, tweeting, checking social media and other such behaviors are
inappropriate uses of such devices during class time. Work related issues (however important to you) are
not reasonable exceptions to this rule. Need I mention the obvious? It is exceedingly probable that playing
Pokémon Go during class will prove distracting! The use of cell-phones or any other computing devices
during quizzes and exams is generally prohibited without prior consent from the instructor. In general, use
of such devices is to be strictly limited to matters directly relevant to the topics addressed in class.
o
If you plan on recording class discussions and lectures, you must receive permission from the instructor in
advance. The reproduction of any recordings of class materials, discussions or lectures in any format (e.g.
posting on the web) without expressed prior permissions from the instructor and/or any fellow students
represented in said recordings is strictly prohibited. Such recordings can facilitate study and review, but it is
vital that the rights and privacy of the instructor and students be preserved.
o
Leaving the room during class should, as far as possible, be minimized. Make your food and restroom
arrangements before coming to class. Again, if you have a specific personal need to leave the room during
class sessions, please alert me in advance whenever possible.
o
Avoid Plagiarism: There are many good reasons not to plagiarize, ranging from matters of public fairness to
private dignity. Know what plagiarism is and don’t do it. Plagiarism is not limited to turning in someone
else’s work or copying from a neighbor’s exam. Any time you submit work that is not your own as if it were
your own (even when you re-word or paraphrase the work of others without clear citation) you are engaging
in plagiarism. It is okay to refer to, or directly quote, the work of others. All scholars borrow ideas and
writings from their peers and predecessors. The key is to give credit where credit is due and strive to
produce original work. Where appropriate, cite your sources carefully (again, even when paraphrasing). And,
make sure you are not simply presenting the views of others, but evaluating those views in a critical manner.
If you are caught plagiarizing, there will be serious consequences. Depending on the severity of the instance:
1) you will at the very least receive no credit for the assignment or exam in question; 2) you may be ejected
from the class for a specified period; 3) you may receive a failing grade in the class; 4) you may be reported
to the administration for further disciplinary action; 5) and most importantly, you will lose credibility and
self-respect. For school policy regarding plagiarism and related matters, see:
http://www.santarosa.edu/polman/3acadpro/3.11P.pdf
o
Contagious Illness: If you are ill with a contagious infection (e.g. a significant viral or bacteriological
respiratory malady, fever, profuse sniffling, or coughing) please do not come to class until you are sure you
do not pose a health risk to yourself or others. Some common examples include flu and strep throat. If you
are suffering from such a difficulty, contact me at your earliest convenience via email and I will do my best
to keep you up to speed on the course topics, assignments, handouts, etc. Please do not report such
maladies in person at my office. Get your rest and return when you have taken appropriate measures to
ensure the health and safety of yourself and others, or when your illness has progressed beyond its
contagious stage (e.g. at the direction of your physician, or when you have been fever-free without the
assistance of anti-fever medication such as Tylenol for at least 24 hours). In any case, you are responsible for
keeping up with the class, regardless of the cause or nature of your illness. You are allowed up to two
excused absences due to sickness or injury that will not count against their attendance record.
OTHER ISSUES OF IMPORTANCE:
o
Office Hours: Students are encouraged to visit me during office hours or (if necessary) schedule
appointments outside of office hours to get extra help or clarification on any class topic or assignment. If
you are seeking assistance with an exam, paper, or other assignment, it is recommended that you visit me
well before the assignment is due. Last minute pleas for assistance are not encouraged. Also, it is very
helpful if you come to office hours prepared. Generally this means having specific questions related to the
problems you are having in the class. This means you should have considered carefully the precise reason
for your visit so that we can make the most of our time. During Final Exam week, I do not hold regular
office hours. Please plan accordingly.
o
Accommodation for Learning Needs: Students with disabilities who believe they may need
accommodations in this class are encouraged to contact Disability Resources @ 527-4278, Analy Village - C,
as soon as possible to better ensure such accommodations are implemented in a timely fashion. In addition,
you will want to talk to me early in the semester if you believe you may benefit from the assistance of a
tutor (should one be available). Also, if you have any social, cultural, economic, or other issues that you
think I should be aware of, please don’t hesitate to speak with me. Some examples include 1) difficulty with
language; 2) difficulties with group discussion; 3) economic hardship; 4) difficulties in reentering civilian life
after participation in the armed services; 5) adjustment to recent incarceration/release from detention
facility; etc. All such information will be held in the strictest confidence and you can be assured that I will
only employ such information in serving your needs as a student.
o
Health issues (physical and mental) can interfere with your academic success. Student Health Services is
here to support you. Details are at shs.studenthealth.edu.
o
Email Communication: You may email me at any time. I generally check my email once a day during the
week and once during the weekend. In general, you can expect a 48-hour turnaround on emails during the
week (Mon-Thursday) and for emails received on the weekend (Thursday evening-Sunday) you can generally
expect a response on Monday evening or Tuesday Morning (except in the case that there is a holiday). If I
have not returned an email in that time span, I may have not received the email or I might simply be very
busy. So, if it is a matter of importance, email again, and/or speak with me in class or during office hours.
It is very helpful if you establish and maintain an email address that you regularly check. On occasion, I send
messages to the class including reminders about assignments, due dates and other matters pertaining to the
class. On occasion there is cause to contact individual students on matters of immediate relevance to them.
In the majority of cases, upon registration, you have already established an email address that is linked with
your student portal. This is the address at which you will receive such messages. Feel free to ask me if you
have any questions or concerns about this.
o
Social Media and Other “friend” Requests: Please be aware that I interact with hundreds of students each
semester. As a result, I have found it necessary to maintain appropriate boundaries regarding interaction on
social media networks and other such mediums. I am also frequently solicited to participate in charitable
causes, community events and commercial endeavors. It is not that I deem such requests unreasonable or
unworthy, but that I lack the resources both in time and energy to respectfully address each request. Thus,
my policy is that I will not respond to any requests to “friend” or otherwise join lists for any social network
such as Facebook, LinkedIn, Instagram, Reddit, etc. Also, I will not respond to requests of a commercial
and/or charitable nature. I appreciate your understanding.
*
Explicit engagement in class discussions (e.g. speaking in class, asking questions and offering your personal
view) is not the only available way to participate in class. Such direct participation is a valuable and effective
way to learn and practice the skills and concepts we’re learning. However, if you are very uncomfortable
speaking in class, please feel free to ask about alternative means of participating.
** Copies of earlier editions of the text are available online and elsewhere, and generally are an acceptable
substitute to the assigned edition. However, the pagination and content of the text does differ to some
degree. So, I do recommend you use the assigned 5th edition. I have at least one copy of the text available at
the reserve desk in the Doyle Library (4th floor). In order to access texts at the reserve desk, you must
present a student ID card (which is also required for most other library services). If you do not possess a
student ID card, then you may get one at the CyBear Center located in the Bertolini Student Center.
COURSE OUTLINE
The following is a rough outline of the issues we will address during the semester. Though it would be ideal if we
could adequately examine each of the topics below, it is very likely that we will only have time for some fraction
thereof. In addition, it is possible we will address the topics in an order that differs from the one below.
I.
Introductory Matters: What is Critical thinking? (Chapter 1)
A. Standards of Critical Thinking
B. Critical Thinking and Autonomy
C. Barriers to Critical Thinking
D. Quiz on Chapter 1 Concepts
II. Reasoning and Argument (Chapter 2)
A. What is an argument?
B. Analyzing Simple Arguments
C. Quiz on Chapter 2
D. Exam on Chapters 1-2
III. Evaluating Arguments (Chapter 3 & 8)
A. Distinguishing Deduction from Induction
B. Quiz on Chapter 3 part 1
C. Evaluating Deductive Arguments
D. Evaluating Inductive Arguments
1. Evaluating Inductive Generalizations and Statistical Arguments
2. Evaluating Analogical Arguments
3. Evaluating Causal Arguments
E. Quiz on Chapter 2 part 2
F. Assessing plausibility
G. Exam on Chapter 3
IV. Analyzing Extended Arguments (Chapter 7)
A. Standardizing Longer Arguments
B. Identifying Relationships of Support (i.e. Premise Support)
V. Language (Chapter 4)
A. Language and Clarity: Ambiguity and Vagueness
B. Identifying Types of Definitions
C. Critiquing and Developing Definitions
D. Connotation and the Emotive Power of Words
E. Quiz on Chapter 4
VI. Informal Fallacies of Reasoning (Chapter 5 and Chapter 6)
A. Fallacies of Relevance
B. Quiz on Chapter 5
C. Fallacies of Insufficient Evidence
D. Quiz on Chapter 6
E. Final Exam covering chapters 4, 5, and 6.
VII. Final Project: Due on date and time of final exam