GEC 232/TRS 220: CRITICAL THINKING
Instructor: Stephen P. Nawa Office Phone: +267 3555024/74065079
Office: Block 253/108 Email:
[email protected]Class Meets: MWF: 7am – 8am Block 240, Room 002
Course Synopsis
This course is an introduction to critical thinking and is intended to provide you with the basic
tools of analytical reasoning, which will give you a distinctive edge in a wide variety of careers
and courses of study. Whereas many university courses focus on the presentation of content
knowledge, the emphasis here is on learning how to think effectively. The techniques and
concepts covered here can be classified as philosophical BUT they are essential to the practice of
almost every major discipline, from the physical sciences and medicine to politics, law, and the
humanities by learning how to think critically and reason through problems.
Rationale
To enable students to acquire the basic tool for learning, which is clarity of thought and
expression.
Upon successful completion of this course, students will be able to:
- Explain the meaning, applications, and extensions of critical thinking.
- Distinguish between good and bad definitions, recognize the differences between explicit
and implicit meaning, and remove ambiguities from unclearly worded statements.
- Apply critical thinking tools to recognize and evaluate various types of arguments.
- Identify some common reasoning fallacies and suggest ways of improving them.
- Describe and apply the principles of scientific methodology and reasoning.
- Describe and apply the basics of strategic reasoning and problem-solving.
- Appreciate the tools of critical thinking and how they apply in real life situations.
UB Graduate Attributes Associated with this course
• Intellectual skills (e.g., critical, analytical, synthesizing, and problem-solving skills)
Self-directed, lifelong learning skills
• Critical and creative thinking skills
• Problem-solving skills
• Communication skills
• Research skills and information literacy
• Accountability and ethical standards
Topic Objectives
Overview of Course Requirements & To introduce the course to students, explain methods
Responsibilities of learning, assessment and what is expected of them.
- Introduction To give students a feel of what Critical Thinking is all
about.
- What is Philosophy? Define philosophy and show how it is related to
critical thinking
Critical Thinking Define and explain the nature of critical thinking.
- Definitions
- Significance of critical thinking Demonstrate how critical thinking relates to logic, the
truth or falsity of statements, knowledge, and personal
▪ Vaughn, Chap 1 & 2 empowerment.
▪ Lau, Chap 1 & 2
Explain obstacles to critical thinking
Preliminary Assumptions in Reasoning Explain value assumptions and understand their role
- Value Assumptions in reasoning,
- Reality Assumptions Explain reality assumptions and show how they
feature in our reasoning process
▪ Diestler, Chap 2 & 3
Reasons for Belief and Doubt Define what makes someone an expert and what does
- Experts & Evidence not
- Personal Experience Explain when it is reasonable to accept the evidence
provided by personal experience
▪ Vaughn, Chap 4
Perceiving and Believing: Explore the way our perceiving process operates;
- Beliefs: Reports, Judgements & how our perceptions lead to the construction of our
Inferences beliefs about the world;
- Cognitive Biases how both our perceptions and beliefs relate to our
ability to think effectively
▪ Chaffee 164—177
Constructing Knowledge Define knowledge and explain its limits
- Truth
- Belief Demonstrate how we construct or form knowledge
Illustrate the significance of critical thinking in
▪ Chaffee pp. 198-226 constructing knowledge
Meaning Analysis Distinguish between the literal & implied meanings of
- Literal meaning sentences.
- Definitions
▪ Lau, Chap 2 & 3 Describe reportive, stipulative, precising & persuasive
definitions, and apply them to real-world scenarios
The Nature of Arguments Distinguish between deductive and inductive
- Argument Basics arguments
- Argument Patterns Recognize & explain different argument patterns such
as modus ponens, modus tollens, disjunctive syllogism
- Diagramming arguments etc.
▪ Vaughn, Chap 3
▪ Chaffee 418-441
▪ Lau 107-112
Fallacies & Biased Reasoning Explain four major classifications of fallacies.
- Faulty Reasoning
- Irrelevant premises Identify common fallacies, including the straw man,
gambler's fallacy, begging the question, red herring,
- Unacceptable premises ad hominem, appeal to ignorance, appeal to people,
▪ Vaughn Chap 5 complex question, etc.
▪ Lau 173-184
▪ Chaffee 460-485
Inductive Reasoning Define enumerative Induction and explain how it is
- Enumerative Induction used
- Causal Arguments
Explain causal arguments and apply Mill’s methods to
▪ Vaughn, Chap 8 evaluate them
▪ Lau pp 113-124
Analogical Reasoning
- Inductive Analogies Formulate and evaluate an argument by analogy
▪ Vaughn, Chap 8
▪ Lau pp 195-200
Scientific Reasoning Explain the criteria scientists use to choose among
- The Scientific Method competing hypotheses.
- The question of causality
Discuss notions of causation, causal relations, and
▪ Vaughn, Chap 10 Mill's methods for reasoning about causation.
▪ Lau pp 113-124
Inference to the Best Explanation Define inference to the best explanation and explain
- Explanations and Inference how it differs from other kinds of induction.
- Theories and Consistency Evaluate an explanation for internal and external
▪ Vaughn, Chap 9 consistency
Creative Thinking Explain creative thinking and explore its relation to
Rational Decision-making Process critical thinking
▪ Lau Chap 23 Explicate the rational decision making process and
show how it may help us make informed decisions.
Thinking Critically About Define and Explain the nature of value
- Health Explain the distinction between moral statements,
- Law arguments, and theories
Discuss the role critical thinking plays in decision
- Ethics making when it comes to business, morality, health
- Business and law
▪ Vaughn, Chap 11
▪ Chaffee pp 388-417
NB: This schedule may change at the discretion of the instructor; any changes will be
communicated in class and on Moodle.
Credits, Teaching and Learning Methods
• This course consists of 3 credits which translate to 2 Lecture Hours or Lecturer Hour
Equivalents (LHE) per week and 1 Tutorial which caters for student
engagement/activities such as:
- Assigned readings
- Class presentations
- Class discussions
- Group work
- Moodle
- Case studies
- Problem solving
- Preparation of Assignment
Continuous Assessment & Final Examination
Students will be required to write 3 Assessments and the final grade will be determined as
follows:
Type of Assessment Percentage Date
Test 1 25% 13 Sept 2023
Test 2 25% 25 Oct 2023
Final Assessment 50% Nov 13 - 24
2023
This translates into the following ratio
o 50% Continuous Assessment
o 50% Final Assessment
Recommended Texts
Vaughn Lewis, The Power of Critical Thinking, Oxford University Press: New York, 2019.
Joe Y. F. Lau, An Introduction to Critical Thinking and Creativity, New Jersey: John Wiley & Sons,
Inc, 2011.
John Chaffee, Thinking Critically, Stamford, CT: Wadsworth, 2015, 11th Edition.
Neil M. Brown & Stuart M. Keeley, Asking the Right Questions: A Guide to Critical Thinking,
New Jersey: Pearson, 2015, 11th Edition.
Paul. R and Elder, L., T. Critical Thinking: Tools for Taking Charge of Your Learning and Your
Life. New York: Pearson, 2014.
Most of these texts have numerous exercises that can help the student to understand and practice
various aspects of critical thinking dealt with in the course. Students are advised to make use of
these exercises in their private study. Such private study is indispensable due to the large number
of students registered for the course.
Policies
- There are no makeup assessments for this class unless it’s documented
extreme cases of duress like medical emergency and bereavement.
- If you have a documented disability and would like some form of academic
accommodation, please contact the Disability Support Services at the Student
Center.
- Although the formal medium of communication will be through email, we
will also have a WhatsApp group for informal discussions, easy and efficient
communication.
- Keep checking your Moodle and Emails frequently as these will be used to
update you on any important issues related to the course.
- Keep your assessment copies safely after getting feedback: you may be asked
to resubmit work at any time.
- No late assignments will be accepted for any reasons except for the authorized
and excused absence such as the physician’s sick note.
