Each of the 5 questions is worth 20 poiints. Make sure to watch the John Oliver video on “Misinformation” which is under the “Notes” link. Also, make sure to mark your answers 1 – 5a & 5b.
VIDEO – https://www.youtube.com/watch?v=l5jtFqWq5iU&t=182s
MUST WATCH VIDEO
Question #1: In your own words define critical thinking as you understand it from chapters 1 – 4 in our class text.
Question #2: Give an example of an aspect of critical thinking that you developed in one of the assignments prior to this quiz.
Questions 3 – 5 are with respect to the John Oliver video on “Misinformation’ found under the “Notes” link on our Blackboard page:
Question #3: What is the main issue that John Oliver is discussing in the “Misinformation” video?
Question #4: What is the overall judgment, conclusion, that John Oliver presents in the “Misinformation” video?
Question #5: Answer both parts and label them 5A and 5B.
5A) What is one of the main reasons John Oliver gives for his overall judgment, conclusion, in the “Misinformation” video?
5B) What is your evaluation of John Oliver’s argumen? Do not merely assert an opinion give reasons to support your evaluation of his argument.
PHIL 105—Critical Thinking – Section 940- 3 undergraduate credits.
Course Description:
What is critical thinking? What is thinking? In this class you will learn to analyse and evaluate not only the claims and judgments of others, but you will more importantly learn to analyse and evaluate your own perceptions, beliefs, and values. As a student of critical thinking you will achieve reasonable autonomy by reading, thinking, and writing on issues and thinking exercises given in the class text. One of the main foci of a critical thinking class is the goal of learning how to correctly evaluate the arguments of others by understanding when the other’s argument is unacceptable when it commits a fallacy or a non sequitur. In learning the most popularly committed fallacies you will enhance your problem solving abilities, your creative intelligence, your emotional intelligence, and your democratic civic moral autonomy. Critical thinking is not merely dry analysis and parsing of information; it relates to everyday living and improving the lives of ourselves, our loved ones, and our communities.
In class discussions you will need to maintain the decorum of a critically thinking adult university student for the noise that occupies social media is unconducive towards achieving and honing our critical thinking skills. While the class will provide the fundamentals for enhancing autonomous citizenry, it is beyond the nature of any college class to inculcate the necessary moral virtues that comprise excellence in a human social being. As Aristotle claims in his Politics we are social beings and as humans with intelligence we must strive to improve life so as to create the conditions for successful happy lives among citizens who must live together. In other words, no class can teach one to become courageous or tactful, nor can one be coerced to develop reason and will power, as that is the work of art that one creates for, by, as one’s self. Socrates claims that the unexamined life is not worth living. If you do not examine your own beliefs and values in order to persuade yourself of their actual public reasonableness and soundness, then who are you? What is life’s worth if one can not be, think, and live as one’s self?
While we will be addressing each topic in itself, you will be expected to see how they are interrelated. Requirements for Critical Thinking include reading, in-class participation, satisfactory performance on examinations, a thesis paper, Blackboard discussions, and homework assignments and quizzes. Please note well that critical thinking entails emotional and creative intelligence.
Prerequisites: None. Instructor: Prof. Magyar Email: ethics@drexel.edu Office Hours: By email
Required Course Texts:
1) John Chafee’s Thinking Critically 12th edition from http:cengage.com 2) Onlinematerialstobeavailableonblackboard.
Course Schedule: All reading assignments are to be read before the class session for which the reading is assigned. Reading assignments refer to sections in the course text; make sure to finish each chapter by reading the summary.
1/3: Thinking Critically Chapter 1
1/10: Thinking Critically Chapter 2.
1/17: Thinking Critically Chapters 3 and 4.
1/24: Thinking Critically Chapter 5. Quiz #1 online.
1/31: Thinking Critically Chapter 6. Midterm.
2/7: Thinking Critically Chapter 7. Thesis Paper Proposal Due. 2/14: Thinking Critically Chapters 8 and 9.
2/21: Thinking Critically Chapter 10.
2/28: Thinking Critically Chapter 11. Thesis Paper Due.
3/7: Thinking Critically Chapter 12.
Course Objectives: To enhance the student’s professional autonomy. Upon completion of this course, students:
– will appreciate the value of applied philosophy;
– will soundly evaluate arguments regarding their cogency;
– will develop the skill to identify fallacies in general and the most popularly used ones by particularly named fallacies.
– will understand the main ethical issues of controversy among democratic citizens;
– will be able to form sound judgment on the everyday issues;
– will know the meaning of key critical thinking and logic concepts;
– will be able to relate the practical relevance of values and beliefs to current everyday issues;
– will have developed a better comprehension of issues facing democratic citizens;
– will have acquired the intellectual virtue of critical examination of issues within one’s moral framework beliefs and values; and
– will have enhanced the ability to develop a coherent and cogent approach to resolving everyday issues.
Instructional Approach:
Rather than authoritatively describing the facts about critical thinking, I will be engaging you in thinking on the subjects and issues in the readings. Interaction will be brought about via the Socratic method. The necessary conditions for participating in the class are to take an attitude of respectful open-mindedness, to think critically, and to express your thinking by conversing in class. While the subject matter of critical thinking is somewhat difficult, speaking will encourage you to think more deeply and sincerely about the material.
Assessment and Grading Policy:
The course grade will be determined by assigning the following percentages to each of the following categories:
20% Final
20% Midterm
20% Thesis Paper
20% Home-works and Quizzes 20% Discussions
The University grading system of A+, A, A-, B+, B, B-, etc. will be used.
Exams: There will be two closed-book examinations: the midterm and the final. These examinations will consist of essay questions. Prior to the tests, more details will be discussed.
Thesis Paper: The term paper for this course will be a substantial inquiry into a topic of your choice. The paper is to be an argumentative essay on a controversial issue in ethics. The essay must include a bibliography that is to contain at least three reference sources (other than the readings in the course text). Though no rewrites will be accepted, you may consult with me on rough drafts one week prior to the due date. Your term paper must be an argumentative thesis paper wherein you present, and cogently argue for your position on a particular ethical issue. Argumentative thesis papers are from 5-7 pages in length wherein the paper is double-spaced, with one-inch margins, and uses a standard font of 12-point size. Note well that late papers will lose ten points for late submission of the assignment. Extension of due date for the thesis paper must be given a week prior to the due date – as long as an adequate reason is provided.
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