critical thinking syllabus du

PHIL102: Introduction to Critical Thinking and Logic

Course introduction.

• Time: 40 hours
• College Credit Recommended ($25 Proctor Fee) -->
• Free Certificate

The course touches upon a wide range of reasoning skills, from verbal argument analysis to formal logic, visual and statistical reasoning, scientific methodology, and creative thinking. Mastering these skills will help you become a more perceptive reader and listener, a more persuasive writer and presenter, and a more effective researcher and scientist.

The first unit introduces the terrain of critical thinking and covers the basics of meaning analysis, while the second unit provides a primer for analyzing arguments. All of the material in these first units will be built upon in subsequent units, which cover informal and formal logic, Venn diagrams, scientific reasoning, and strategic and creative thinking.

Course Syllabus

First, read the course syllabus. Then, enroll in the course by clicking "Enroll me". Click Unit 1 to read its introduction and learning outcomes. You will then see the learning materials and instructions on how to use them.

Unit 1: Introduction and Meaning Analysis

Critical thinking is a broad classification for a diverse array of reasoning techniques. In general, critical thinking works by breaking arguments and claims down to their basic underlying structure so we can see them clearly and determine whether they are rational. The idea is to help us do a better job of understanding and evaluating what we read, what we hear, and what we write and say.

In this unit, we will define the broad contours of critical thinking and learn why it is a valuable and useful object of study. We will also introduce the fundamentals of meaning analysis: the difference between literal meaning and implication, the principles of definition, how to identify when a disagreement is merely verbal, the distinction between necessary and sufficient conditions, and problems with the imprecision of ordinary language.

Completing this unit should take you approximately 5 hours.

Unit 2: Argument Analysis

Arguments are the fundamental components of all rational discourse: nearly everything we read and write, like scientific reports, newspaper columns, and personal letters, as well as most of our verbal conversations, contain arguments. Picking the arguments out from the rest of our often convoluted discourse can be difficult. Once we have identified an argument, we still need to determine whether or not it is sound. Luckily, arguments obey a set of formal rules that we can use to determine whether they are good or bad.

In this unit, you will learn how to identify arguments, what makes an argument sound as opposed to unsound or merely valid, the difference between deductive and inductive reasoning, and how to map arguments to reveal their structure.

Completing this unit should take you approximately 7 hours.

Unit 3: Basic Sentential Logic

This unit introduces a topic that many students find intimidating: formal logic. Although it sounds difficult and complicated, formal (or symbolic) logic is actually a fairly straightforward way of revealing the structure of reasoning. By translating arguments into symbols, you can more readily see what is right and wrong with them and learn how to formulate better arguments. Advanced courses in formal logic focus on using rules of inference to construct elaborate proofs. Using these techniques, you can solve many complicated problems simply by manipulating symbols on the page. In this course, however, you will only be looking at the most basic properties of a system of logic. In this unit, you will learn how to turn phrases in ordinary language into well-formed formulas, draw truth tables for formulas, and evaluate arguments using those truth tables.

Completing this unit should take you approximately 13 hours.

Unit 4: Venn Diagrams

In addition to using predicate logic, the limitations of sentential logic can also be overcome by using Venn diagrams to illustrate statements and arguments. Statements that include general words like "some" or "few" as well as absolute words like "every" and "all" – so-called categorical statements – lend themselves to being represented on paper as circles that may or may not overlap.

Venn diagrams are especially helpful when dealing with logical arguments called syllogisms. Syllogisms are a special type of three-step argument with two premises and a conclusion, which involve quantifying terms. In this unit, you will learn the basic principles of Venn diagrams, how to use them to represent statements, and how to use them to evaluate arguments.

Completing this unit should take you approximately 6 hours.

Unit 5: Fallacies

Now that you have studied the necessary structure of a good argument and can represent its structure visually, you might think it would be simple to pick out bad arguments. However, identifying bad arguments can be very tricky in practice. Very often, what at first appears to be ironclad reasoning turns out to contain one or more subtle errors.

Fortunately, there are many easily identifiable fallacies (mistakes of reasoning) that you can learn to recognize by their structure or content. In this unit, you will learn about the nature of fallacies, look at a couple of different ways of classifying them, and spend some time dealing with the most common fallacies in detail.

Completing this unit should take you approximately 3 hours.

Unit 6: Scientific Reasoning

Unlike the syllogistic arguments you explored in the last unit, which are a form of deductive argument, scientific reasoning is empirical. This means that it depends on observation and evidence, not logical principles. Although some principles of deductive reasoning do apply in science, such as the principle of contradiction, scientific arguments are often inductive. For this reason, science often deals with confirmation and disconfirmation.

Nonetheless, there are general guidelines about what constitutes good scientific reasoning, and scientists are trained to be critical of their inferences and those of others in the scientific community. In this unit, you will investigate some standard methods of scientific reasoning, some principles of confirmation and disconfirmation, and some techniques for identifying and reasoning about causation.

Completing this unit should take you approximately 4 hours.

Unit 7: Strategic Reasoning and Creativity

While most of this course has focused on the types of reasoning necessary to critique and evaluate existing knowledge or to extend our knowledge following correct procedures and rules, an enormous branch of our reasoning practice runs in the opposite direction. Strategic reasoning, problem-solving, and creative thinking all rely on an ineffable component of novelty supplied by the thinker.

Despite their seemingly mystical nature, problem-solving and creative thinking are best approached by following tried and tested procedures that prompt our cognitive faculties to produce new ideas and solutions by extending our existing knowledge. In this unit, you will investigate problem-solving techniques, representing complex problems visually, making decisions in risky and uncertain scenarios, and creative thinking in general.

Completing this unit should take you approximately 2 hours.

Study Guide

This study guide will help you get ready for the final exam. It discusses the key topics in each unit, walks through the learning outcomes, and lists important vocabulary terms. It is not meant to replace the course materials!

Course Feedback Survey

Please take a few minutes to give us feedback about this course. We appreciate your feedback, whether you completed the whole course or even just a few resources. Your feedback will help us make our courses better, and we use your feedback each time we make updates to our courses.

If you come across any urgent problems, email [email protected].

Certificate Final Exam

Take this exam if you want to earn a free Course Completion Certificate.

To receive a free Course Completion Certificate, you will need to earn a grade of 70% or higher on this final exam. Your grade for the exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again as many times as you want, with a 7-day waiting period between each attempt.

Once you pass this final exam, you will be awarded a free Course Completion Certificate .

Saylor Direct Credit

Take this exam if you want to earn college credit for this course . This course is eligible for college credit through Saylor Academy's Saylor Direct Credit Program .

The Saylor Direct Credit Final Exam requires a proctoring fee of $5 . To pass this course and earn a Credly Badge and official transcript , you will need to earn a grade of 70% or higher on the Saylor Direct Credit Final Exam. Your grade for this exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again a maximum of 3 times , with a 14-day waiting period between each attempt.

We are partnering with SmarterProctoring to help make the proctoring fee more affordable. We will be recording you, your screen, and the audio in your room during the exam. This is an automated proctoring service, but no decisions are automated; recordings are only viewed by our staff with the purpose of making sure it is you taking the exam and verifying any questions about exam integrity. We understand that there are challenges with learning at home - we won't invalidate your exam just because your child ran into the room!

Requirements:

• Desktop Computer
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• Webcam + Microphone
• 1mbps+ Internet Connection

Once you pass this final exam, you will be awarded a Credly Badge  and can request an official transcript .

Saylor Direct Credit Exam

This exam is part of the Saylor Direct College Credit program. Before attempting this exam, review the Saylor Direct Credit page for complete requirements.

Essential exam information:

• You must take this exam with our automated proctor. If you cannot, please contact us to request an override.
• The automated proctoring session will cost $5 .
• This is a closed-book, closed-notes exam (see allowed resources below).
• You will have two (2) hours to complete this exam.
• You have up to 3 attempts, but you must wait 14 days between consecutive attempts of this exam.
• The passing grade is 70% or higher.
• This exam consists of 50 multiple-choice questions.

Some details about taking your exam:

• Exam questions are distributed across multiple pages.
• Exam questions will have several plausible options; be sure to pick the answer that best satisfies each part of the question.
• Your answers are saved each time you move to another page within the exam.
• You can answer the questions in any order.
• You can go directly to any question by clicking its number in the navigation panel.
• You can flag a question to remind yourself to return to it later.
• You will receive your grade as soon as you submit your answers.

Allowed resources:

Gather these resources before you start your exam.

• Blank paper

What should I do before my exam?

• Gather these before you start your exam:
•   A photo I.D. to show before your exam.
•   A credit card to pay the automated proctoring fee.
•   (optional) Blank paper and pencil.
•   (optional) A glass of water.
• Make sure your work area is well-lit and your face is visible.
• We will be recording your screen, so close any extra tabs!
• Disconnect any extra monitors attached to your computer.
• You will have up to two (2) hours to complete your exam. Try to make sure you won't be interrupted during that time!
• You will require at least 1mbps of internet bandwidth. Ask others sharing your connection not to stream during your exam.
• Take a deep breath; you got this!

Course details

An introduction to critical thinking.

This is an In-person course which requires your attendance to the weekly meetings which take place in Oxford.

In print, online and in conversation, we frequently encounter conflicting views on important issues: from climate change, vaccinations and current political events to economic policy, healthy lifestyles and parenting. It can be difficult to know how to make up one’s own mind when confronted with such diverse viewpoints.

This course teaches you how to critically engage with different points of view. You are given some guidelines that will help you decide to what extent to trust the person, organisation, website or publication defending a certain position. You are also shown how to assess others’ views and arrive at your own point of view through reasoning. We discuss examples of both reasoning about facts and the reasoning required in making practical decisions. We distinguish risky inferences with probable conclusions from risk-free inferences with certain conclusions. You are shown how to spot and avoid common mistakes in reasoning. 

No previous knowledge of critical thinking or logic is needed. This course will be enjoyed by those who relish the challenge of thinking rationally and learning new skills. The skills and concepts taught will also be useful when studying other areas of philosophy.

Programme details

Term Starts:  23rd April 2024

Week 1: What is critical thinking? What is the difference between reasoning and other ways of forming beliefs?

Week 2: What is a logical argument? How do arguments differ from conditionals, explanations and rhetoric?

Week 3: Certainty versus probability: the distinction between deductive and inductive reasoning.

Week 4: Deductive validity and logical form. 

Week 5: When do arguments rely on hidden premises? A closer look at probability. 

Week 6: Inductive generalisations: Reasoning from samples. 

Week 7: Reasoning about causes and inference to the best explanation.

Week 8: Practical reasoning: Reasoning about what to do.

Week 9: When is it appropriate to believe what others tell you? What is the significance of expertise?

Week 10: Putting it all together: We analyse and assess longer passages of reasoning.

Recommended reading

All weekly class students may become borrowing members of the Rewley House Continuing Education Library for the duration of their course. Prospective students whose courses have not yet started are welcome to use the Library for reference. More information can be found on the Library website.

There is a Guide for Weekly Class students which will give you further information.

Availability of titles on the reading list (below) can be checked on SOLO , the library catalogue.

Preparatory reading

• Critical Reasoning: A Romp Through the Foothills of Logic for Complete Beginners / Talbot, M
• Critical Thinking : An Introduction to Reasoning Well / Watson, J C and Arp R

Recommended Reading List

Digital Certification

To complete the course and receive a certificate, you will be required to attend at least 80% of the classes on the course and pass your final assignment. Upon successful completion, you will receive a link to download a University of Oxford digital certificate. Information on how to access this digital certificate will be emailed to you after the end of the course. The certificate will show your name, the course title and the dates of the course you attended. You will be able to download your certificate or share it on social media if you choose to do so.

If you are in receipt of a UK state benefit, you are a full-time student in the UK or a student on a low income, you may be eligible for a reduction of 50% of tuition fees. Please see the below link for full details:

Concessionary fees for short courses

Dr Andrea Lechler

Andrea Lechler holds a degree in Computational Linguistics, an MSc in Artificial Intelligence, and an MA and PhD in Philosophy. She has extensive experience of teaching philosophy for OUDCE and other institutions. Her website is www.andrealechler.com. 

Course aims

To help students improve their critical thinking skills.    

Course Objectives:

• To help students reflect on how people reason and how they try to persuade others of their views.
• To make students familiar with the principles underlying different types of good reasoning as well as common mistakes in reasoning.
• To present some guidelines for identifying trustworthy sources of information.

Teaching methods

The tutor will present the course content in an interactive way using plenty of examples and exercises. Students are encouraged to ask questions and participate in class discussions and group work. To consolidate their understanding of the subject they will be assigned further exercises as homework.

Learning outcomes

By the end of the course students will be expected to:

• be able to pick out and analyse passages of reasoning in texts and conversations
• understand the most important ways of assessing the cogency of such reasoning
• know how to assess the trustworthiness of possible sources of information.

Assessment methods

Assessment is based on a set of exercises similar to those discussed in class. One set of homework exercises can be submitted as a practice assignment.

Students must submit a completed Declaration of Authorship form at the end of term when submitting your final piece of work. CATS points cannot be awarded without the aforementioned form - Declaration of Authorship form

Application

To earn credit (CATS points) for your course you will need to register and pay an additional £10 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online.

Please use the 'Book' or 'Apply' button on this page. Alternatively, please complete an  enrolment form (Word)  or  enrolment form (Pdf) .

Level and demands

Students who register for CATS points will receive a Record of CATS points on successful completion of their course assessment.

To earn credit (CATS points) you will need to register and pay an additional £10 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online.

Coursework is an integral part of all weekly classes and everyone enrolled will be expected to do coursework in order to benefit fully from the course. Only those who have registered for credit will be awarded CATS points for completing work at the required standard.

Students who do not register for CATS points during the enrolment process can either register for CATS points prior to the start of their course or retrospectively from the January 1st after the current full academic year has been completed. If you are enrolled on the Certificate of Higher Education you need to indicate this on the enrolment form but there is no additional registration fee.

Most of the Department's weekly classes have 10 or 20 CATS points assigned to them. 10 CATS points at FHEQ Level 4 usually consist of ten 2-hour sessions. 20 CATS points at FHEQ Level 4 usually consist of twenty 2-hour sessions. It is expected that, for every 2 hours of tuition you are given, you will engage in eight hours of private study.

Credit Accumulation and Transfer Scheme (CATS)

Terms & conditions for applicants and students

Information on financial support

Critical Thinking

Subject: Philosophy Credit units: 3 Offered: Either Term 1 or Term 2 Weekly hours: 3 Lecture hours College: Arts and Science Department: Philosophy

Description

This course is an introduction to principles of logic and reasoning. It is designed to develop skills in critical thinking, including the analysis, evaluation, and development of arguments. The course will cover topics in informal logic, deductive logic, and inductive logic, which may include argument analysis, fallacies, categorical logic, natural deduction, causality, Bayesian probability theory, and scientific reasoning.

Note: Students with credit for PHIL 240, 241, 243 or CMPT 260 may not take this course for credit. To receive credit for PHIL 140, 240, 241, 243, or CMPT 260, students must take PHIL 140 prior to the above mentioned courses.

Upcoming class offerings

For full details about upcoming courses, refer to the class search tool or, if you are a current student, the registration channel in PAWS.

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Once an instructor has made their syllabus publicly available on USask’s Learning Management System, it will appear below. Please note that the examples provided below do not represent a complete set of current or previous syllabus material. Rather, they are presented solely for the purpose of indicating what may be required for a given class. Unless otherwise specifically stated on the content, the copyright for all materials in each course belongs to the instructor whose name is associated with that course. The syllabus is the intellectual property of instructors or the university.

For more information, visit the Academic Courses Policy , the Syllabus page for instructors , or for students your Academic Advising office .

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Critical Thinking

A Blended Learning Experience

PHIL 150. Critical Thinking (intermediary) Fall 2018, TR 3:30-4:45PM. © Professor Huaping Lu-Adler , Georgetown University.

COURSE OBJECTIVES

• Read closely. Write clearly. Communicate effectively. These are the most basic conditions of quality thinking.
• Get an informed and realistic picture of how we think as embodied, culturally situated, and socially oriented human beings . Study your own thinking habits, uncover and scrutinize your previously unexamined or even unnoticed assumptions, register the actual and/or potential obstacles to your critical thinking, and make a concerted effort to take your level of thinking up a few notches from wherever you started. Clear-eyed self-knowledge and self-assessment is the key.
• Learn to identify arguments – or lack thereof – in both your own and other people’s claims, so that you can properly assess them and, if necessary, revise or refute them effectively.
• Gain a basic understanding of scientific reasoning and learn to differentiate genuine and bogus scientific claims.
• Learn the basics of how data – especially Big Data – are used and how such uses influence nearly every aspect of both our personal life and our society as a whole, often in disconcerting ways.
• Recognize that being a critical thinker is a matter of degree, that there is always room for improvement, and that every age and society – such as ours right now – may present its unique challenges that require creative responses . Learn to take ownership of your involvement, find your own voice, and set your own pace in this process, rather than passively getting along.
• Help to cultivate a diverse ecosystem of critical thinkers around yourself. How well people around you – be they your friends, colleagues, or mere strangers – think and what information gets transmitted to you through them can profoundly, but often in ways that are subtle and barely noticeable, influence the quality of your thinking. To that extent, it is your indirect duty to yourself to use the critical thinking resources and skills you have learned in this class to inform and engage people around you, regardless of whether they share your worldview.
• In so doing, you should continue to develop and strengthen fairmindedness, intellectual humility, intellectual courage and perseverance , among other valuable intellectual traits .

ASSESSMENT: ASSIGNMENTS, PROJECTS, and PARTICIPATION

25 completion assignments , 2 points each.

• These are low-stakes, though by no means easy, assignments to facilitate your learning (as opposed to performing). You should do your best each time, without the pressure to get everything right.
• To count as complete , an assignment must (a) address all the components mentioned in the stated guidelines, (b) be evidently informed by the relevant course materials, and (c) use good diction and have few to no typos. A submitted assignment that doesn’t meet these conditions may receive a credit between 0 and 1.5.
• You’ll find preliminary guidelines for most assignments in this syllabus. But I may adjust the guidelines when I post the assignment on our Canvas course site , where all assignments will be managed (unless otherwise noted). Please always follow the guidelines you see on that site. And please feel free to ask me for clarification if needed (don’t wait till the last minute in that case).
• The assignments due before the class are meant to prepare you for informed participation in class. I will try my best to read all timely submissions. In class, I may ask you to talk about something you’ve written.
• Under normal circumstances, for each assignment that is due two hours before class, you will receive up to 1.5 points if you miss the deadline but submit it by the start of the class. No later submission will be accepted, unless you have made a special arrangement with me in advance due to excusable circumstances.
• You must complete at least 15 assignments in order to receive a passing grade for this course.
• In order to receive an A for the course, you must complete at least 23 assignments, and the missed assignments cannot be the ones that will be part of group discussions or the ones that will become the basis for one of the Digital Projects.

4 Digital Projects , 5 points each. 

• These projects are higher-stakes assignments. They, with your name attached, will be posted on a website (managed by Georgetown Domains, referred to as “resources website” henceforth), where we will share resources on various aspects of critical thinking with other college students (at Georgetown and beyond) and with professors who may be looking for non-traditional ways to teach critical thinking that show greater sensitivity to our changing times. (You do not have to worry about technicalities of the website. You’re simply to provide quality content.)
• These projects are graded for completion , with the same completion requirements as stated in the second bullet point above. A submission that doesn’t meet all the requirements will receive a credit between 0 and 4.5 points.
• A late submission will lose 1 point for every calendar day it is late, until the point of 0.

1 Final Project , 15 points.

• This is your highest-stake assignment. All the assignments and projects mentioned above are meant partly to prepare you for this one.
• This assignment will not only be posted on the resources website mentioned above, it will also be graded for its quality.
• You can find the preliminary guidelines for this project at the end of this syllabus. More detailed guidelines will be announced at least 2 weeks before the due date, together with an assessment rubric.

Participation , 15 points

• You are granted 1 complementary absence without penalty, so long as it does not occur on any day that involves group work. Please save it for a rainy day.
• 1 point will be subtracted for every additional unexcused absence.
• To qualify for an A-level course grade, you cannot have more than 2 unexcused absences, including the complementary one.
• To qualify for a B-level course grade, you cannot have more than 5 unexcused absences, including the complementary one.
• To receive a passing course grade, you cannot have more than 10 unexcused absences, including the complementary one.
• You are considered absent if you sleep through much of the class.
• Arrival after I have started the class, usually right after the bell, counts as being late. Persistent tardiness will no doubt have a negative effect on your participation grade.
• You are considered too late if you are 15+ minutes late. Being too late thrice equals one absence.
• We stress quality of participation, which is not about having correct answers, but about whether your remarks are thoughtful and well informed by the relevant materials.
• The best way to ensure high-quality participation is to be thoroughly prepared beforehand.
• At the beginning of each class, I may solicit your reflections on the assigned materials. I expect you to volunteer. However, to give everyone a fair chance to participate each time, I may invite you to share your thoughts if you have not volunteered.
• If you have concerns or reservations about participating in class, please discuss them with me as early in the semester as you can. I will try my best to work with you. [1]
• Your regard (or lack thereof) for the policies about the use of electronic devices in class.

Aug.30 (Th)    Introduction: what is critical thinking? How good are you at it? Assignment 1 , due in class: Complete an introductory worksheet in class and discuss the results.

Sept.4 (T)        Think critically about critical thinking: a philosophical debate Readings:  Huemer, “Is Critical Thinking Epistemically Responsible?” ; Ritola, “Critical Thinking Is Epistemically Responsible” Assignment 2 , due 2 hours before class: Write a one-page report, in which you i) summarize the main arguments made in each paper, and ii) state and briefly explain your own position.

Sept.6 (Th)       “The intuitive dog and its rational tail”: [2] a sobering account of thinking Readings:  Kahneman, Thinking, Fast and Slow , chapter 1 (The Characters of the Story) & chapter 3 (The Lazy Controller) Assignment 3 , due before class : Write a one-page report, in which you i) summarize the overall lessons from the readings, and ii) give a real-life example to illustrate one of those lessons. [3] The representation of the example can be textual (e.g. newspaper clip), visual (e.g. a TV news segment or a YouTube clip), or audible (e.g. a radio excerpt). Canvas accommodates all three forms. [Space permitting, you may also raise doubts and/or questions.]

Sept.11 (T)      A sobering account of thinking (cont.) Readings:  Kahneman, chapter 5 (Cognitive Ease) & chapter 9 (Answering an Easier Question); Lack, “Why Can’t We Trust Our Brains?” Assignment 4 , due before class: Write a one-page report, in which you i) summarize the overall lessons from the readings, and ii) give a real-life example to illustrate one of the lessons. The representation of the example can be textual, visual, or audible, as explained in Assignment 3. [Space permitting, you may also raise doubts and/or questions.]

Sept.13 (Th)    What stands in the way of critical thinking? Readings:  Kahneman, chapter 19 (The Illusion of Understanding); Vaughn, “Obstacles to Critical Thinking” Assignment 5 , due before class: select exercises (details on Canvas) .

Sept.18 (T)      Critical thinking as strategic thinking I Reading:   Paul, “Parts of Thinking” Assignment 6 , due before class: select exercises (details on Canvas) .

Sept.20 (Th)      Critical thinking as strategic thinking II Reading:  Paul, “Strategic Thinking” Assignment 7 , due before class: select exercises (details on Canvas) .

Sept.25 (T)         Workshop on Digital Project I: annotated resources Assignment 8, due before class: Review the readings assigned so far and your own notes and reports. Create an annotated list that contains 3 theories/concepts/exercises that have left the most impression on you and that you would like to share with other college students like you. You should succinctly and compellingly explain your choices with your targeted audience in mind. Keep all that in one page. (Think of them in terms of elevator pitches.)

Activity in class : In groups of 4, discuss and assess your individual list. Generate a collectively edited, negotiated, and refined list, signed off by all contributing members of the group. This list will be your first digital project to be included in our resources website .

Digital Project I due at noon on Sunday, Sept.30.

Sept.27 (Th)    Tune up your BS detector Readings:   Frankfurt, “On Bullshit”;  Stokke & Fallis, “Bullshitting, Lying, and Indifference toward Truth” Assignment 9 , due before class: Write a one-page report, in which you i) state your basic understanding of the term ‘bullshit’ before reading the assigned articles [you should record this before you sit down with the readings], ii) formulate your updated definition of the same term, as inspired by the readings (you don’t have to agree with any of the authors, although you should definitely take their discussions into account), and iii) use a recent real-life example to illustrate why the new definition is preferable. The representation of the example can be textual, visual, or audible, as explained in Assignment 3.

Oct.2 (T)           Our ecosystem of BS: fake news and disinformation campaigns Preparation: Search online and find discussions of “fake news” and “disinformation.” Assignment 10 , due before class: Give a report of no more than 1.5 pages long, in which you i)  state what you observe to be the now commonly used meanings of those concepts (if you use particular sources for this, state your sources in a footnote or bibliography);  ii)  find examples – preferably more or less recent ones – to illustrate those meanings, one example for each identified meaning (the representation of the examples can be textual, visual, or audible, as explained in Assignment 3); and  iii)  explain, briefly, whether or why we should be highly concerned about the phenomena and how you think a concerned individual should do to confront them.

Oct.4 (Th)         Let’s defend truth and start with basics: identify arguments Reading:  Bowell & Kemp, “Introducing Arguments” Assignment 11 , due before class: Complete all the exercises on pp.23-26. (If you have a PDF Pro or something of the sort, you may be able to complete the exercises digitally within the document. Alternatively, you may print out these pages, do the exercises by hand, and then upload a scanned copy of the completed work.) Your answers will be peer-marked in class.

Oct.9 (T)           Evaluate arguments 1: deductive reasoning Reading:  Bowell & Kemp, “Logic: Deductive Validity” Assignment 12 , due before class: Complete select exercises 6 & 8-11 on pp.94-98 (marked in yellow). Follow the same format instructions as Assignment 11. Your answers will be peer-marked in class.

Oct.11 (Th)       Evaluate arguments 2: probability & inductive reasoning Reading:  Bowell & Kemp, “Logic: Probability and Inductive Reasoning” Assignment 13 , due before class: Complete select exercises 2 & 4-7 on pp.128-31 (marked in yellow). Follow the same format instructions as the previous assignment. Your answers will be peer-marked in class.

Oct.16 (T)         Evaluate arguments 3: an inventory of fallacies Reading:  Vaughn, “Fallacies and Persuaders” Assignment 14 , due before class: select exercises (details on Canvas).

Oct.18 (Th)      Scientific reasoning: correlation vs. causality Reading:     Vaughn, “Causal Arguments” Assignment 15 , due before class : select exercises (details on Canvas).

Oct. 23 (T)       Scientific reasoning: inference to the best explanation Reading:    Vaughn, “Inference to the Best Explanation” Assignment 16 , due before class : Complete select exercises 8.3-8.6 on pp.176-80 (marked in yellow) & Revisit the page on Canvas>Pages titled “Arguments and explanations about effects of minimum wage increase.” Find the answers you provided a couple of weeks ago. Given what you know now about arguments and explanations, please (i) reconstruct the arguments for/against minimum wage increase to $15 (if you don’t like tying this issue to the tipped-wage case, that’s fine; if you would like to replace the arguments with more suitable alternatives, that’s fine too); (ii)  rethink your answer to the second part of the original prompt (about possible explanations for the hypothetical scenarios); and (iii)  evaluate the arguments you’ve reconstructed: are they deductively or inductively sound?

Oct. 25 (Th)     Workshop on Digital Project II : record, analyze, and assess real-life arguments [@ Lauinger-140, reserved with technical support 3-5pm)] Preparations: (i) Choose a debated issue that you care about. Find one to two people you know who disagree with you on that issue or, alternatively, who share your basic conclusion but with fundamentally different reasons. Ask their permission to have a recorded discussion with you. (You should make it clear to them that the recording may be shared on our website without revealing their identities.) All parties involved must give reasons for their positions. (You may have to intervene to get a participant to go beyond making mere assertions.) Bring the recording to the class. (ii) Review the materials on arguments since Oct.4, to prepare yourself for an expertly analysis of the recording just mentioned.

Activity in class: Go through the recording, find the parts where different sides present their reasons/arguments for their respective positions. Reconstruct the arguments, and assess them for their validity & soundness or inductive strength. Take note of formal and informal fallacies wherever applicable. Expected product: An edited recording that contains the materials that you end up using. A written report that contains your reconstruction and detailed assessment of the arguments.

Digital Project II due at noon on Sunday, Oct.28.

Oct.30 (T)      Think critically about data 1: statistical biases Assignment 17 , due before class  (independent research with no assigned readings): Please answer the following questions in a single document: (i) What would be your rough, colloquium definition of “bias”? What other concepts do you typically associate with it? (Don’t overthink this question. Just report what immediately comes to your mind.) (ii) There are all sorts of statistical biases (i.e. biases in data collection and analysis). Do some research and single out 3 such biases.  Explain what  each  bias comes down to and think up  an example of your own design  to illustrate it. (Please state the sources that you end up drawing on, even if not directly quoting from, for your answers.) (iii) Suppose you want to conduct an anonymous survey to figure out the percentage of students in your school/college (e.g. SFS, BS) who have registered to vote during the upcoming mid-term election. How would you design and conduct the survey so as to avoid a biased result?

Nov.1 (Th)      Think critically about data 2: data visualization, deception, and persuasion Readings: Data Visualization that Mislead ;  “The Persuasive Power of Data Visualization” (Pandey et al., 2014); Excerpt from Storytelling with Data (Nussbaumer, 2015) Assignment 18 , due before class : Based on what you’ve learned from the readings, find two actual examples of data visualization by scanning newspapers and magazines. (Ask a librarian if you need help to find the examples.) Use one example to illustrate a misleading data presentation, and the other to illustrate what seems to be a persuasive and at the same time honest presentation. EXPLAIN, using the conceptual apparatus from the readings, what makes one misleading while the other persuasive. (In the latter case, describe what the intended audience might be like.)

Nov.6 (T)          Think critically about data 3: Big Data & algorithmic biases Readings:   Lipton, “The Foundations of Algorithmic Bias”;  Noble, Algorithms of Oppression (excerpts); O’Neil, Weapons of Math Destruction (excerpts) Assignment 19 , due before class: Write a one-page report, in which you i)  summarize the overall lessons from the readings. Your summary should reflect a close reading of all three readings. As usual, you should provide specific textual references even when you are not directly quoting from the texts. ii) Connect the phenomenon of algorithmic bias with statistical biases and/or cognitive biases that we’ve studied in this class. If you see any connection with other theories we’ve studied, it would be great (though not required) for you to point them out as well. iii) Give a real-life example to illustrate one of the lessons described in (i). The representation of the example can be textual, visual, or audible.

Nov.8 (Th)        Practice debunking: the case of poverty Preparations:   (i) Study the UN report on “extreme poverty” in US , June-July 2018. (ii) Listen to any one episode from On The Media’s podcast series, “Busted: America’s Poverty Myths”  and see if you can connect it with the UN report. (iii) Find and study reports of UN ambassador Nikki Haley’s dismissal of the UN report.

Assignment 20 , due before class: Write a one-page report, in which you i)  single out what you take to be one misconception/BS about poverty in US that can have serious practical implications, and ii)  debunk it with any (combination) of the tools you’ve obtained since Oct.25 as well as the ones obtained before then. You may use graphs , videos , etc. to present a compelling case.

Nov.13 (T)        Are we in a post-truth era? Either way, any implications for critical thinking? Preparation: Search online and find arguments for and against the claim that we now live in a post-truth era. Assignment 21 , due before class: Give a report of no more than 1.5 pages long, in which you i)  state what you observe to be commonly used meaning(s) of the concept “post-truth” (specify the sources that led you to the observation);  ii)  summarize main reasons for and against the claim that we live in a post-truth era; and iii)  regardless of where you stand, list and briefly explain the implications that each conclusion may have for the practice of critical thinking in our time. [You may present your report in a mixed-media format.]

Nov.15 (Th)     Know your audience: how to debunk BSs and promote truths effectively. Readings and audio:  Cook & Lewandowsky, The Debunking Handbook ;  Kahneman, Thinking, Fast and Slow , chapter 11 (Anchors); Podcasts listed in the segment “INFORMED ENGAGEMENT in CIVIL DISCOURSE”

Assignment 22 , due before class: Write a one-page report, in which you i)  state your main takeaways, and ii)  use an example – preferably a real-life one – to illustrate one takeaway. The representation of the example can be textual, visual, or audible, as explained in Assignment 3.

Nov. 20 (T)     Workshop on Digital Project III : practice expanding the Critical Thinking ecosystem around you Preparations: (i) Review the materials covered, the notes you’ve taken, and the assignments you’ve completed since Oct. 18. (ii) Select one case that involves faulty – but not obviously so to untrained eyes – scientific reasoning and/or data use. (iii) Show the example to two willing acquaintances from different backgrounds (consider variations in age, gender, education, etc.), who you know have not received training in scientific reasoning or proper uses of data. Solicit and take note of their reactions. (Do not reveal their identities.) (iv) Using the critical thinking tools that you’ve acquired so far, help them to think more critically about the given case. Take notes and keep track of (a) which tools you used, (b) how you presented your analysis of the case to each person (ideally, your approach should be informed by an understanding of your audience), and (c) each person’s response afterwards. [Take the relevant materials to class. You may present them by whichever medium you see fit.]

Activity in class: In groups of 4, discuss the prepared cases and help one another to improve on them. Each student will submit their own Digital Project III, which brings together the last three components just mentioned. Further details will be announced on Canvas.

Digital Project III due at noon on Sunday, Nov.25.

…………………………. THANKSGIVING ……………………………….

Nov. 27 (T)     No meeting. Take-home assignment. Preparation: Listen to the podcast “Cultural Cognition of Scientific Consensus” from Data Skeptic (Oct. 2018); Watch the documentary “ Merchants of Doubt ”(on Canvas>ShareStream-MediaManager).

Assignment 23 , due at the end of class: Look for the parts from the podcast and the documentary that connect with what you have read and learned in this class. Write down 4 connections that you found to be most salient and/or worth noting. Please be specific in explaining your choices.

Nov. 29 (Th)    Think “factfully” and focus on actionable resolutions Readings:  Rosling, Factfulness , chapter 10 (The Urgency Instinct); Nathaniel Rich, “Losing Earth: the decade we almost stopped climate change” ( NYT Magazine, Aug.1, 2018 ); the October 2018 IPCC report on climate change— summary for policymakers . [N.B. you can just scan the topic sentences to get a general sense of the report.]

Assignment 24 , due before class: Write a one-page report, in which you i)  describe a case in which you or someone else handled a problem out of the urgency instinct and could have done differently following Rosling’s advice; and ii)  assuming (regardless of whether you actually agree) that Rosling is right about how the urgency plea can backfire and cause inaction in the case of climate change, imagine how we may approach the issue differently than, say, Al Gore reportedly did.

Dec. 4 (T)          Workshop on Digital Project IV : share one of your best assignments Preparation: Revisit your work on assignments 9-10 and 17-24. Pick two that you can refine, develop, and combine into a single presentation that showcases some of the theoretical and practical tools you’ve acquired in this class. All parts of your presentation should add up to a coherent narrative. And it must be a mixed-media presentation . Bring your prepared materials to class.

Activity in class : In groups of 4, help one another to improve on the prepared cases.

Dec. 6 (Th)        Review and reflect. Assignment 25 , due in class: Complete a review-and-reflect worksheet in class. (Details and instructions for advance preparations TBA on Canvas.) There may be group discussions, and the results of the discussions may be entirely or partially posted on our resources website, as signed off by all contributing participants.

Digital Project IV due at noon on Sunday, Dec.9.

Tuesday, Dec.18, at noon: Final Project due. In this project, you will synthesize select materials from the whole semester, to create a personalized and realistic manual for continuing self-coaching in critical thinking and for growing a diverse critical thinking ecosystem around you. You will again be asked to make a mixed-media presentation . (Further details will be announced on Canvas.) Your submitted project will be posted on our resources website.

[1] If you suspect that you are an introvert and that this affects your participation, you may find the following site helpful: http://www.quietrev.com/ – or check out Cain’s book Quiet , which inspired the Quiet Revolution. Much of my pedagogical designs are informed by what I’ve learned from Cain’s work.

[2] This phrase is the title of chapter 2 of Jonathan Haidt’s The Righteous Mind : why good people are divided by politics and religion , New York, 2012.

[3] Do not name the people involved, unless it involves you and you feel comfortable presenting the character as yourself; in this case, you have the option to use a fictional name to mask your identity.

PHIL 2303 - CRITICAL THINKING: Syllabus

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Programmes & Qualifications

Cambridge international as & a level thinking skills (9694).

• Syllabus overview

Thinking Skills develops a set of transferable skills, including critical thinking, reasoning and problem solving, that students can apply across a wide range of subjects and complex real world issues. 

The syllabus enables students to develop their ability to analyse unfamiliar problems, devise problem solving strategies, and evaluate the diverse ways a problem may be solved. During a Thinking Skills course, students learn to put their personal views aside in favour of examining and evaluating the evidence. Students learn how to make informed and reasoned decisions and construct evidence-based arguments. 

These independent thinking skills build confidence and equip students with a toolkit for tackling complex and unfamiliar subjects, essential for successful progression to higher education or into professional employment.

The syllabus year refers to the year in which the examination will be taken.

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Design Thinking and Innovation

Key concepts, who will benefit, aspiring or current innovation managers, entrepreneurs, product managers, developers, and marketers.

What You Earn

Certificate of Completion

Boost your resume with a Certificate of Completion from HBS Online

Earn by: completing this course

Certificate of Specialization

Prove your mastery of entrepreneurship and innovation

Earn by: completing any three courses within this subject area to earn a Certificate of Specialization

Content Week - Clarify: Empathy and Understanding

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Content Week - Ideate, Part 2: User Values and Behaviors

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Project Week - Ideate

Content Week - Develop: An Experimentation Mindset

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So You Want to Be an Entrepreneur: How to Get Started

Our difference, about the professor.

Srikant Datar Design Thinking and Innovation

Dates & eligibility.

No current course offerings for this selection.

All applicants must be at least 18 years of age, proficient in English, and committed to learning and engaging with fellow participants throughout the course.

Learn about bringing this course to your organization .

Learner Stories

Design Thinking and Innovation FAQs

Could you tell me a little more about the ai course assistant chat bot.

You can think of the beta version of the Design Thinking and Innovation AI Course Assistant chat bot in two ways: like a virtual Teaching Assistant who can help you consolidate and confirm your understanding of course concepts, and as a virtual Learner Success Assistant who can help you stay on track with completing the coursework in a timely fashion. When you are finding a particular concept difficult to master, or would like additional examples of a theory, try asking the bot your question in the same way you would phrase it to a human TA. If you have a question pertaining to where or how to submit certain assignments, or one relating to deadlines or time estimates, you can also express those in a similar fashion. Please note that no preexisting familiarity or experience with generative AI is necessary or assumed to use the bot and, while we encourage you to engage with the bot and share your candid feedback on your experience, a lack of engagement with the bot will not adversely impact your eligibility for a certificate of completion.

What are the learning requirements in order to successfully complete the course, and how are grades assigned?

Participants in Design Thinking and Innovation are eligible for a Certificate of Completion from Harvard Business School Online.

Participants are expected to fully complete all coursework in a thoughtful and timely manner. This will mean meeting each week’s course module deadlines and fully answering questions posed therein. This helps ensure participants proceed through the course at a similar pace and can take full advantage of social learning opportunities. In addition to module and assignment completion, we expect you to offer feedback on others’ reflections and contribute to conversations on the platform. Participants who fail to complete the course requirements will not receive a certificate and will not be eligible to retake the course.

More detailed information on course requirements will be communicated at the start of the course. No grades are assigned for Design Thinking and Innovation. Participants will either be evaluated as complete or not complete.

What materials will I have access to after completing Design Thinking and Innovation?

You will have access to the materials in every prior module as you progress through the program. Access to course materials and the course platform ends 60 days after the final deadline in the program.

At the end of each course module, you will be able to download a PDF summary highlighting key concepts used throughout the course. At the end of the program, you will receive a PDF compilation of all of the module summary documents. We hope the module summary documents will serve as a helpful resource after you finish the course.

How should I list my certificate on my resume?

Once you've earned your Certificate of Completion, list it on your resume along with the date of completion:

Harvard Business School Online Certificate in Design Thinking and Innovation [Cohort Start Month and Year]

List your certificate on your LinkedIn profile under "Education" with the language from the Credential Verification page:

School: Harvard Business School Online Dates Attended: [The year you participated in the program] Degree: Other; Certificate in Design Thinking and Innovation Field of Study: Leave blank Grade: "Complete" Activities and Societies: Leave blank

Description: Design Thinking and Innovation is a 7-week, 40-hour online certificate program from Harvard Business School. Design Thinking and Innovation will teach you how to leverage fundamental design thinking principles and innovative problem-solving tools to address business challenges and build products, strategies, teams, and environments for optimal use and performance.

The program was developed by leading Harvard Business School faculty and is delivered in an active learning environment based on the HBS signature case-based learning model.

What is the project?

Beginning in Module 2 of Design Thinking and Innovation, you will apply the tools you learn in the course to an innovation problem that is important or interesting to you, or you can use a provided scenario. In subsequent modules, you will use your earlier responses to build on your innovation project and make each phase of design thinking relevant to your own work.

Do I need to collaborate with others to complete the project?

No, each individual submits their own work in Design Thinking and Innovation, and all project work can be submitted without sharing it with others in the course. You are encouraged to share with others and ask for feedback, but collaboration isn’t necessary to advance through the course.

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Welcome Message from the Dean / Message d'acceuil du doyen

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Dear members of the Faculty of Education Community,

I am so proud and excited to begin my term as your Dean (as of June 1, 2024). In this first message, I wanted to share with you my vision for our Faculty and tell you a bit about my background.

Born in India, I grew up in Venezuela, the USA, and Singapore before immigrating to Canada in 2000. I am a former mathematics and language arts educator with an undergraduate degree in Computer Science, a teaching license for secondary schools, and graduate degrees in Educational Technology. I am joining you after spending more than two decades at Concordia University, where I recently held a Professorship of Inclusive Practices in Visual Arts, served as Chair of the Department of Art Education (Faculty of Fine Arts), and was the Co-Director of the Centre for the Study of Learning and Performance. Since 2017, I have also held the UNESCO Co-Chair in the Prevention of Radicalization and Violent Extremism. My research, filmmaking, and musical practices have been devoted to creating public pedagogical and artistic spaces for pluralistic dialogues about sensitive contemporary issues.

As Dean, I plan to uphold values that embody respect for diversity in viewpoints, a commitment to informed decision-making, as well as an empowerment-oriented approach in learning from and working with colleagues and students. I believe that transparency, pluralism, and collaboration are key components to creating positive working and learning environments for all.

In the past few years, we have been challenged to think and function differently when faced with the crises of navigating a global pandemic, combatting climate change, uncovering social injustices, and rising divisiveness resulting from world events. As leaders in Education, we must address emerging societal issues by creating dialogic solution-oriented frameworks that foster mutual respect and safeguard pluralism. Our collective responsibility is to inspire students and our public to become lifelong learners equipped with the critical thinking skills and creativity necessary to help repair the world.

As I begin my role as your Dean, I anticipate making meaningful connections across our departments, offices, and teams. I very much look forward to getting to know you all and to being able to represent our wide-ranging interests to the larger McGill community and beyond. I hope to provide support and guidance to further elevate the incredible and impactful work being done and to showcase the Faculty’s collective successes on a global stage. In addition to my leadership within the Faculty, I take pride in building bridges to new partners in communities, including practitioners, policy-makers, philanthropists, and diverse stakeholders who are passionate about Education’s role in advancing human development for the 21 st century.

Please do not hesitate to reach out to me vivek.venkatesh [at] mcgill.ca (by email) and let’s be in touch as we embark together on the 2024-2025 academic year.

With my best regards,

Vivek Venkatesh

Chers membres de la communauté de la Faculté des sciences de l'éducation,

C'est avec beaucoup de fierté et d'enthousiasme que je débuterai mon mandat de doyen (le 1er juin 2024). Dans ce premier message, je souhaite partager avec vous ma vision de notre Faculté et vous parler un peu de mon parcours.

Né en Inde, j'ai grandi au Venezuela, aux États-Unis et à Singapour, avant d'immigrer au Canada en 2000. Je suis un ancien enseignant en mathématiques et en arts du langage avec un diplôme de premier cycle en informatique, un brevet d'enseignement pour les écoles secondaires et un diplôme d'études supérieures en technologie de l'éducation. Je me joins à vous après avoir passé plus de deux décennies à l'Université Concordia, où j'ai récemment occupé un poste de professeur de pratiques inclusives en arts visuels, été directeur du Département d'éducation artistique (Faculté des beaux-arts) et codirecteur du Centre d'étude de l'apprentissage et de la performance. Depuis 2017, je suis également titulaire de la coprésidence de l'UNESCO pour la prévention de la radicalisation et de l'extrémisme violent. Mes travaux de recherche, mes réalisations cinématographiques et mes pratiques musicales ont été consacrées à la création d’espaces pédagogiques et artistiques publics propices à des dialogues pluralistes portant sur des questions contemporaines sensibles.

En tant que doyen, je compte défendre des valeurs qui définissent pleinement le respect de la diversité des points de vue, l'engagement à prendre des décisions informées, ainsi qu'une approche axée sur l'autonomisation dans l'apprentissage et le travail avec les collègues et les étudiants. Je crois que la transparence, le pluralisme et la collaboration sont des éléments essentiels pour créer des environnements de travail et d'apprentissage positifs pour tous.

Au cours des dernières années, nous avons été mis au défi de penser et de fonctionner différemment face aux crises liées à la gestion d’une pandémie mondiale, à la lutte contre les changements climatiques, à la découverte des injustices sociales et aux divisions croissantes résultant des événements mondiaux. En tant que dirigeants du secteur de l’éducation, nous devons aborder les problèmes sociaux émergents en créant des cadres de dialogue axés sur les solutions qui favorisent le respect mutuel et protègent le pluralisme. Notre responsabilité collective est d’inspirer les étudiants et notre public à devenir des apprenants permanents, dotés des capacités de pensée critique et de créativité nécessaires pour contribuer à guérir le monde.

Alors que je débute mon rôle de doyen, je prévois établir des liens significatifs entre nos départements, bureaux et équipes. J'ai très hâte de faire votre connaissance et de représenter nos vastes intérêts auprès de la communauté élargie de McGill et au-delà. J'espère vous fournir un soutien et des conseils pour rehausser davantage le niveau de l'incroyable travail accompli et de mettre en valeur les réussites collectives de la Faculté sur la scène internationale. Outre mon leadership au sein de la Faculté, je suis fier de bâtir des ponts vers de nouveaux partenaires au sein des communautés, notamment des praticiens, des décideurs, des philanthropes et divers intervenants passionnés par le rôle de l'éducation dans la promotion du développement humain au 21 e siècle.

N'hésitez pas à me contacter vivek.venkatesh [at] mcgill.ca (par courriel) et restons engagés ensemble dans la réussite de l'année universitaire 2024-2025!

Veuillez agréez mes meilleures salutations,

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