T 1.27 Part I. Ch. 1 Basics & Definition P.12-35

Schedule

IN CLASSHOMEWORK

T 1.27 Part I. Ch. 1 Basics & Definition p.12-35

H 1.29Observation

DISCOVERY ACTIVITIES

T 2.3 ***Essay # 1 DUE Essay Directions: p.39-40 I. Ch. 2 Observation cont.

DISCOVERY ACTITIVITIES

H 2.5 ***Essay #2 DUE p.65-67

I. Ch. 2 Word Precision p. 46-62

DISCOVERY ACTITIVITIES

T 2.10 ***Essay #3 DUE p. 96-97

I. Ch. 3 Facts p.76-93

H 2.12 ***Essay #4 DUE

I. Ch. 4 Inferences p. 104-127 p.119-120

DISCOVERY ACTITIVITIES

PART I: Ch. 1-4

______

PART II: Ch. 5-8

T 2.17 (Unit I Review: ungraded )

***Essay #5 DUE p.157-159

I. Ch. 5 Assumptions p. 138-155

H 2.19 ***Essay #6 DUE p.176-177

I. Ch. 6 Opinions p. 167-179

DISCOVERY ACTIVITIES

T 2.24 ***Essay #7 DUE p.198-199

I. Ch.7 Evaluations p. 185-196

H 2.26***Essay #8 DUE p.218-219

I. Ch.8 Viewpoints p. 207-222

DISCOVERY ACTIVITIES

______Part III: Ch. 9-14

T 3.3 (Unit II Review: ungraded)

III: Ch. 9 Argumentsp. 234-259

H 3.5

DISCOVERY ACTIVITIES

T 3.10 Arguments/ Chap. 9 quiz III: Ch. 10 Fallacies p. 265

H 3.12 Fallacies of Trickery, Deception & Distraction/Chap.10 quiz

DISCOVERY ACTITIVITIES

T 3.17III: Ch. 11 Inductive Reasoning p.293-308

H 3.19 Inductive/ Chap. 11 quiz

T 10.23

H 10.25III: Ch. 12 Inductive Fallacies p. 317-331

T 3.24DISCOVERY ACTIVITIES

H 3.26Inductive/ Chap. 12 quiz

DISCOVERY ACTIVITIES

T 3.31 III: Ch. 13 Deductive Reasoning p. 337-354

H 4.2 Deductive/ Chap. 13 quiz

DISCOVERY ACTIVITIES

T 4.7III: Ch. 14 Syllogisms

H 4.9 III: Ch. 14

T 4.14 III. Syllogisms/Chap. 14 quiz

DISCOVERY ACTIVITIES

H 4.16

T 4.21Final Project: Letter to the Editor: “Illegal Immigration”p. 367-376

(research template only)

H 4.23Final Project

DISCOVERY ACTIVITIES

T 4.28 Final Project: Issues & Debate/Eric Walsh, GBC librarain

H 4.30Final Project: Issues & Debate/Greg Molyneux, IT

DISCOVERY ACTIVITIES

T 5.5Writer’s Workshop/Journal Workshop (optional)

H 5.7

T 5.12***FINAL PROJECT DUE: Letter to the Editor

Note: This project is due in hard copy to my office MH 127 or to class

MH 114 by 1:00 p.m. 5.12 ONLY. No late assignments/finals will be accepted. Final letters must be submitted as per rubric format as a college level assignment: typed, standard font & format; otherwise they will be deemed “unacceptable” for a 0 grade.

ADA Statement: Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271.

Campus Security: GBC is committed to the safety of our students and has a duty to promote awareness and prevention programs for violence on campus under the Jeanne Clery Act a well as the Campus SaVE( Sexual Violence Elimination Act) and VAWA (Violence Against Women Act), which are amendments to Clery. Acts of violence include, but are not limited to, sexual assault, domestic violence, dating violence, and stalking. Acts of violence can occur on the physical campus or centers of GBC in addition to field placement sites, clinical practice settings, and other places where college or class activities occur. As well, the online environmnet at GBC is considered a GBC site. If you experience any incidence where your safety has been threatened or violated, or if you feel threatened or harassed, immediately report this to me, any center director, or staff member, or directly to the Director of Environmental Health, Safety & Security (775.753.2115) or the Vice President for Student Services (775.753.2282).

Great Basin College

General Education Objectives

PHIL 102 - Critical Thinking and Reasoning

Objective 1: Communication Skills - Communicate clearly and effectively in written and oral form, i.e. discussion, reading, listening, and accessing information. - Strong

Philosophy 102 is strong in communication skills. This course requires that students express their thinking abilities through both writing and oral communication. Part of the course grade is based on students’ thoughtful participation in the discussion activities which occur during every class period. The course is also writing-intensive, requiring students to complete one longer written assignment almost every week as well as numerous shorter ones. Students are also asked to revise major assignments for improvements in content and language.

Measurement: Each longer written assignment uses a rubric designed for that assignment which always includes an evaluation of communication skills.

Objective 2: Critical Thinking - Integrate creativity, logic, quantitative reasoning, and the hierarchy of inquiry and knowing in social and scientific understanding. - Strong

The purpose of this course is to refine the students’ understanding of thinking and to acquaint them with the skills and standards of good thinking. Students learn inductive reasoning (the scientific method) as a process based on observation and precise use of words; they learn to distinguish between fact and inference, and to recognize the barriers to good thinking presented by assumptions and unsubstantiated opinions. Students learn to use fact and the principles of logic to construct an argument as well as to recognize the flawed thinking represented in logical fallacies. Basic principles of statistics (sufficiency of sample, drawing conclusions from numerical data, interpreting charts and graphs) are applied in exercises and class discussions. Students are also introduced to the basic principles of deductive reasoning. At the heart of this course is the recognition that thinking is always contextual and problem-solving, that it teaches students to create and test hypothetical solutions to perceived problems in the environment. Measurement: Students must apply the concepts of critical thinking in completing exams, quizzes, and writing assignments.

Objective 3: Personal and Cultural Awareness - Understand the roles of individuals in society, the development of human societies, and the significance of creativity in the human experience. - Strong

Philosophy 102 focuses on students as individual thinkers, and it asks students to consider widespread cultural assumptions which influence how individuals and groups think. One way of looking at the course is that its subject matter becomes people's beliefs, opinions, etc. Since the course makes familiar, taken-for-granted attitudes the subject of academic study students become much more attuned to them. Successful students in the course begin to routinely question these things. There is also a strong historical component of Philosophy 100. The course acquaints students with the standards of thinking which have been applied and perfected throughout history. Logical principles first articulated by Greek philosophers are applied to both historical and current situations. For example, students discover that the racial stereotypes which plague modern society are linked to the flawed reasoning called ethnocentrism. Students learn that they are individually accountable for their thinking and the actions which result. They are also introduced to a non-linear kind of thinking, lateral thinking, which allows for unexpected or creative solutions for a given problem.

Measurement: Exams; rubrics for written assignments; periodic student evaluations of learning.

Objective 4: Personal Wellness - Develop knowledge, skills, and behaviors which promote personal well-being. - Moderate

Good thinking is a life-enhancing skill which has application well beyond the classroom. This course promotes personal wellness because it makes students aware of barriers to critical thinking and gives them ways to improve their personal thinking and problem-solving abilities. Measurement: Exams; rubrics for written assignments; periodic student evaluations of learning.

Objective 5: Technological Understanding - Function effectively in modern society through the use of technology. - To Some Degree

Students must submit major writing assignments in printed form, which requires them to gain familiarity with computer word-processing. They are also encouraged to use on-line and CD-ROM source materials in finding information for writing assignments and class discussions.

Measurement: Proper formatting of word-processed assignments; evaluation of webbased materials.