PHIL10160

Learning Outcomes:

As a result of studying this course, students will learn to:

1. IDENTIFY key concepts in critical thinking such as 'reason', 'argument', 'premise', 'conclusion', 'evidence', 'valid', 'fallacy', 'cognitive bias' and 'paradox'
2. UNDERSTAND what makes an argument (rationally) good or bad
3. RECONSTRUCT and ASSESS short arguments presented in texts
4. DISTINGUISH lies, bullshit, and rhetoric

Indicative Module Content:

Key topics:

1. Reasoning (good and bad)
2. Cognitive Biases (common patterns of thought that lead to bad reasoning)
3. Fallacies (commonly accepted patterns of bad reasoning)
4. Arguments (what they are, how they are structured)
5. Evidence (what it is, how it works, what makes it strong or weak)
6. Logical validity (a quality of arguments whose conclusions must be true if their premises are true)
7. Inductive strength (a quality of arguments whose conclusions are likely to be true given the truth of their premises)
8. Rhetoric (the art of persuasion)
9. Lies and Bullshit
10. Conspiracy theories and fake news
11. Paradoxes

Student Effort Hours:

Approaches to Teaching and Learning:

1. TEACHING

Teaching for this module is centred around online lectures; tutorials; and (graded and non-graded) assignments.

The course is taught by Dr. Daniel Esmonde Deasy (Assistant Professor, UCD School of Philosophy) and is delivered in the form of 20 one-hour online lectures and 7 one-hour face-to-face tutorials.

The course is assessed on the basis of five Short Online MCQs (worth 50% of the final grade) and an Online Exam MCQ (worth 50% of the final grade).

Online lectures will be delivered live during timetabled slots (and recorded for those who cannot attend). Each lecture will consist in (i) a 35 minute presentation by the lecturer and (ii) 15 minutes of questions and discussion.

In tutorials, students will be divided into smaller groups and asked to collaborate on informal (i.e. non-graded) assignments related to the content of the module. For example, groups might be asked to identify the conclusions in short passages containing arguments, or to identify which statements provide reasons for another statement. The tutor will provide feedback in the tutorial on students' work. Students will also have the opportunity in tutorials to discuss the week's readings and the material presented in the lectures in detail, as well as to raise questions concerning the material with the tutor.

2. LEARNING

Learning for this module is centred around material presented in lectures; reading material shared by the lecturer; discussion and debate; informal tutorial exercises; and formal online assessments.

Students will be expected to read short set texts in advance of the lectures; to attend lectures; to actively participate in tutorials; and to engage with their continuous online assessments.

Students will be supported in their learning of the module material by both lecturers and tutors, both in lectures and tutorials; by email; and in set office hours. Students will be supported in their completion of both formal and informal assessments by clear feedback in lectures and tutorials.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities

How will my Feedback be Delivered?

1. Short MCQ answers will generate online feedback 2. There will be feedback to the whole class on each Short Online MCQ in the lecture immediately following the closure of the MCQ 3. Students will receive individual feedback in tutorials on informal assignments and exercises 4. Students will have the opportunity to comment on each other's work in tutorials