GPHIL 120 CRITICAL THINKING

Instructor:
Office Hours:
Time/Place:
Credit hours:

Manuel Barrantes (@jmu.edu)

T, R 3:00 - 4:00 and by appointment.
Section 0005: T, R 9:30 - 10:45 (Harrison Hall 1261)
Section 0006: T, R 12:30 - 1:45 (Godwin Hall 0344)
3

I. COURSE DESCRIPTION
In this course we will follow two approaches to critical thinking. In the first part we
will study critical thinking as informal logic. Following Bowell & Kemps Critical
Thinking. A concise guide 4th Ed. we will learn what an argument is; what kind of
arguments are there; how to reconstruct an argument; and the different kinds of
fallacies and other forms of bad reasoning. In the second part of the course, we will
study critical thinking from a case study approach. The emphasis will be on cases
where scientific rationality is involved. Specific topics will be the role of evidence;
scientific discovery; the line between normal and abnormal; and the relationship
between science and politics, science and religion, and science and the media. Most
cases will be taken from the National Center for Case Study Teaching in Science
(sciencecases.lib.buffalo.edu/cs/),
and
The
Public
Domain
Review
(publicdomainreview.org).
II. METHODOLOGY
This is a Self-Teaching class, and we take this very seriously. In the first part, you will
read a chapter from the book and do the online exercises of that chapter before
coming to the class. In class we will do a brief review of the main points and go over
some of the homework exercises. In the second part, you will do the readings and
the Question sets posted on Canvas before coming to the class. In class, we will
discuss the basic points of the readings and do some group work.
III. COURSE REQUIREMENTS
(40%) Homework. Homework is due the night before the class.
(30%) Midterm. The midterm is a one hour exam that includes topics from the first
part of the course.
(30%) Final Exam. The final exam is a comprehensive two hours exam.
IV. COURSE POLICIES
This course follows the Common JMU Academic Policies for all courses. These can be
found here: http://www.jmu.edu/syllabus/. In addition, our course has the following
three policies:

Laptops, tablets and cell phones are not allowed except in cases of registered
disability accommodations, in which case students must talk with the
instructor the first day of classes.
Only four unexcused absences are allowed, and eight absences in total. After
that, the student will fail the class. Attendance will be verified both at the

beginning and at the end of the class. Coming late or leaving early counts as
half absence.
Students must do their homework assignments by their own.

V. ACADEMIC INTEGRITY
JMU promotes a rigorous academic environment. Academic integrity and honor are
essential for achieving this goal. In our class group study is not only allowed but
highly encouraged. However, students must do their homework assignments by
their own. Fail to do so is an honor violation, and it will be treated as such according
to JMUs honor code. Information about Academic Integrity at JMU and the honor
code can be found here: http://www.jmu.edu/academicintegrity/ and here:
http://www.jmu.edu/honor/.
VI. READINGS1
Required Text

Bowell, T. and G. Kemp, Critical Thinking. A concise guide, New York:

Routledge, 4th Ed, 2015, 328p.

Other Readings (Most of these are available online. These readings will be posted
on Canvas).

Allen, B. and C. Freeman, The Petition: A Global Warming Case Study,

National
Center
for
Case
Study
Teaching
in
Science
(http://sciencecases.lib.buffalo.edu/cs/)
Badoni, S. The Mystery of The Blue Death, National Center for Case Study
Teaching in Science (http://sciencecases.lib.buffalo.edu/cs/)
Calel, R., The Founding Fathers v. The Climate Change Skeptics, The Public
Domain Review (publicdomainreview.org)
Eakin, E., Bigotry as Mental Illness Or Just Another Norm, The New York
Times (nytimes.com)
Frances, A., DSM5 in distress. The DSM's impact on mental health practice
and research, Psychology Today (psychologytoday.com)
Freeman, C., Can Case Studies be Used to Teach Critical Thinking?, National
Center
for
Case
Study
Teaching
in
Science
(http://sciencecases.lib.buffalo.edu/cs/)
Hager, L. The Mozart effect. A Psychological Research Methods Case,
National
Center
for
Case
Study
Teaching
in
Science
(http://sciencecases.lib.buffalo.edu/cs/)
Kitcher, P. Abusing Science. The Case against Creationism, Cambridge: The
MIT Press, 1982. Chapter 2: Believing Where We Cannot Prove.
Losure, M., Sir Arthur and The Faries, The Public Domain Review
(publicdomainreview.org)

1 This list may be modified in response to our in-class discussions.

Nava-Whitehead, S., and J. Gow, Salems Secrets. A case study on Hypothesis

Testing and Data Analysis, National Center for Case Study Teaching in
Science (http://sciencecases.lib.buffalo.edu/cs/)
Okasha, S., Philosophy of Science. A Very Short Introduction, Oxford: Oxford
University Press, 2002. Chapter 1: What is Science?
Prudhomme-Genereux, A., Aliens on Earth? The #arseniclife Affair, National
Center
for
Case
Study
Teaching
in
Science
(http://sciencecases.lib.buffalo.edu/cs/)
Ribbens, Eating PCBs from Lake Ontario: Is There an Effect or Not?, National
Center
for
Case
Study
Teaching
in
Science
(http://sciencecases.lib.buffalo.edu/cs/)
The Critical Thinking Project, Critical Thinking. Retrieved and adapted from:
The Critical Thinking Project, Core Notes
(mcckc.edu/services/criticalthinking/corenotes/info.asp)
Van Wyhe, J. Was Charles Darwin an Atheist?, The Public Domain Review
(publicdomainreview.org)

VII. SCHEDULE

Da
y
1/1
3
1/1
5

Topic

Homework

For Studying

Introduction

----

Critical Thinking as a
Discipline

- Critical Thinking
- Can Case Studies be
Used to Teach Critical
Thinking?

Question Set 1

PART 1. INFORMAL LOGIC

1/2
0
1/2
2

CT Website
Introducing Arguments

1/2
7
1/2
9
2/3

CT Website

Bowel & Kemp, Chapter 1

CT Website
Logic: Deductive Validity

Logic: Probability and

Inductive Reasoning

CT Website

CT Website

Bowel & Kemp, Chapter 3

Bowel & Kemp, Chapter 4

2/5

CT Website

2/1
0

ASSESSMENT DAY

2/1
2
2/1
7

CT Website

The practice of Argument

Reconstruction

CT Website
Bowel & Kemp, Chapter 5

2/1
9

CT Website

2/2
4

CT Website

2/2
6

Pseudo-reasoning

CT Website
Bowel & Kemp, Chapter 7

3/3

CT Website

3/5

MIDTERM

3/1
0
3/1
2

SPRING BREAK

PART 2. CASE STUDIES

3/1
7
3/1
9
3/2
4
3/2
6
3/3
1
4/2

Truth, Knowledge, and Belief

The Definition of Science
Evidence and Inference
Evidence and Inference
Scientific Discovery
Scientific Discovery

CT Website

Bowel & Kemp, Chapter 8

Question Set 2

What is Science?

Question Set 3

Sir Arthur and the

Fairies

Question Set 4

Aliens on Earth?

Question Set 5

Salems Secrets

Question Set 6

The Mystery of The Blue

Death
4/7
4/9

Normal and Abnormal

Normal and Abnormal

Question Set 7

Bigotry as Mental Illness

Question Set 8

DSM5 in distress

4/1
4

Science and Political Agendas

Question Set 9

4/1
6

Science and Political Agendas

Question Set
10

4/2
1

Science and Religion

Question Set
11

4/2
3
4/2
8
4/3
0
5/5
5/7

The Founding Fathers Vs.

The Climate Change
Skeptics
The Petition: A Global
Warming Case Study
Was Charles Darwin an
Atheist?

Question Set
Believing Where We
12
Cannot Prove
Science and the Media
Question Set
The Mozart effect
13
Science and the Media
Question Set
Eating PCBs from Lake
14
Ontario
FINAL EXAM. Section 0005: Thursday 5/7; 10:30 - 12:30 (Harrison Hall 1261)
Section 0006: Tuesday 5/5; 10:30 - 12:30 (TBA) (Godwin
Hall 0344)
Science and Religion