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2013-2014

Columbus State Community College Humanities Department

Course and Number: PHIL 1150 CREDITS: 3 CLASS HOURS PER WEEK: 3 PREREQUISITES: English 1100 and MATH 1075, both with a “C” or higher, or placement by COMPASS test. DESCRIPTION OF COURSE (AS IT APPEARS IN THE COLLEGE CATALOG): PHIL1150 is an introduction to critical thinking and the methods of inductive, deductive and symbolic logic. PHIL 1150 meets elective requirements in the Associate of Arts degree program and distributive transfer requirements in philosophy, humanities, and, in some instances, mathematics and science. Check with an academic advisor. LEARNING OUTCOMES: After successful completion of PHIL 1150 students will be able to:

• Recognize, analyze, evaluate, and construct arguments of progressive levels of complexity according to accepted logical standards.

• Explain and distinguish various functions of language, particularly the purposes and uses of definitions.

• Classify, identify, and demonstrate the problems with informal fallacies. • Explain and effectively use the basic techniques and instruments of classical

deductive logic • Explain and effectively use the symbols, methods, and rules of propositional

logic. • Explain the concept of argument by analogy; appraise, and develop some

arguments by analogy.

GENERAL EDUCATION GOALS: Columbus State Community College has defined a series of general education outcomes that all students are expected to acquire before they graduate. The course objectives listed above are based on those general education outcomes, particularly the following: Critical thinking, effective communication, quantitative literacy, information literacy. EQUIPMENT AND MATERIAL REQUIRED: TEXTBOOK, MANUALS, REFERENCES, AND OTHER READINGS: Patrick Hurley. A Concise Introduction to Logic, 11th ed. Online open source materials. GENERAL INSTRUCTIONAL METHODS:

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Lecture, discussion, group work. ASSESSMENT: (required wording) Columbus State Community College is committed to assessment (measurement) of student achievement of academic outcomes. This process addresses the issues of what you need to learn in your program of study and if you are learning what you need to learn. The assessment program at Columbus State has four specific and interrelated purposes: (1) to improve student academic achievements; (2) to improve teaching strategies; (3) to document successes and identify opportunities for program improvement; (4) to provide evidence for institutional effectiveness. In class you are assessed and graded on your achievement of the outcomes for this course. You may also be required to participate in broader assessment activities. STANDARDS AND METHODS FOR EVALUATION:

1. Quizzes and in-class activities (75 points) 2. Midterm exam 1 (50) 3. Midterm exam 2 (50) 4. Midterm exam 3 (50) 5. Final exam (75)

GRADING SCALE: 300-270 = A 269-240= B 239-210 = C 209-180 = D 179-0 = E SPECIAL COURSE REQUIREMENTS:

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UNITS OF INSTRUCTION Please provide a weekly course schedule indicating the Units of Instruction, learning objectives/goals, assigned readings, assignments, and exams. Week 1 - Unit of Instruction: 1:Basic Concepts: Arguments, Deduction, and Induction

- Student Learning Outcomes: After completing this unit, students will be able to:

• Identify, define, differentiate, and explain the basic terms of logic. • Recognize, analyze and evaluate arguments, and differentiate them from other

argument-like expressions. • Explain and distinguish functions of language, types of disagreements, and

definitions. • Define, differentiate, and evaluate common forms of informal fallacies. • Identify, explain, and use the basic elements of classical deductive logic,

including but not limited to: Venn diagrams, the square of opposition, conversion, obversion, and contraposition.

• Recognize, use, and translate the symbols of modern symbolic logic. • Explain the essential features of deduction and induction

- Assigned Reading: Hurley, 1.1 to 1.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 2 - Unit of Instruction: 2: Validity, Invalidity, and Extended Arguments - Student Learning Outcomes: After successful completion of this unit, students will be able to:

• Evaluate arguments of progressive levels of complexity • Accurately prove invalidity of arguments to which the judgment applies • Analyze and evaluate certain extended arguments

- Assigned Reading: Hurley, 1.4 to 1.6 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 3 - Unit of Instruction: 3: Language, Meaning, and Definition

- Student Learning Outcomes: After completing this unit, students will be able to:

• Explain and distinguish various functions of language • Explain the difference between matters of fact and relations of ideas

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• Distinguish different types of agreement and disagreement and develop skills to identify the locus of disagreements and the common ground that exists even in disagreements

• Explain different types of definitions • Evaluate definitions in terms of accepted logical criteria

- Assigned Reading: Hurley, 2.1 to 2.5 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 4 - Unit of Instruction: 4: Informal Fallacies: Relevance and Weak Induction

- Student Learning Outcomes: After completing this unit, students will be able to:

• Explain the concept of fallacy and classify informal fallacies • Detect, identify, and demonstrate the problems with informal fallacies of

relevance and weak induction.

- Assigned Reading: Hurley, 3.1 to 3.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 5 - Unit of Instruction: 5: Informal Fallacies: Presumption, Ambiguity, Grammatical Analogy

- Student Learning Outcomes: After completing this unit, students will be able to:

• Detect, identify, and demonstrate the problems with informal fallacies of presumption, ambiguity, and grammatical analogy.

- Assigned Reading: Hurley, 3.4 and 3.5 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 6 - Unit of Instruction: 6: Introduction to Formal Logic: Categorical Propositions

Student Learning Outcomes: After successful completion of this unit, students will be able to

• Identify standard form categorical propositions • Explain basic elements of classical deductive logic • Remember, explain, and use the square of opposition • Remember, understand, and use Venn diagrams.

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- Assigned Reading: Hurley, 4.1 to 4.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 7 - Unit of Instruction: 7: Conversion, Obversion, Contraposition, Translation

Student Learning Outcomes:

• Define conversion, obversion, and contraposition and use this knowledge in exercises showing immediate inference

• Translate ordinary language statements into categorical form.

- Assigned Reading: Hurley, 4.4 to 4.7 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 8 - Unit of Instruction: 8: Categorical Syllogisms

- Student Learning Outcomes: After completing this unit, students will be able to:

• Explain the elements, forms, validity, and rules governing proper use of standard form categorical syllogisms

• Use the Venn diagram technique for testing the validity of syllogisms • Use the rules for standard form syllogisms and name the fallacies that result when

these rules are violated • Identify the ways in which syllogistic arguments may deviate from standard form

categorical syllogisms

- Assigned Reading: Hurley, 5.1 to 5.4 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 9 - Unit of Instruction: 9: Ordinary Language Syllogisms

- Student Learning Outcomes: After completing this unit, students will be able to:

• Use the techniques learned for reducing the number of terms found in ordinary language syllogisms to three

• Translate ordinary language syllogisms into standard form so as to allow the syllogisms to be tested

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- Assigned Reading: Hurley, 5.5 to 5.7 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 10 - Unit of Instruction: 10: Propositional Logic: Symbols, Translation, Truth Functions

- Student Learning Outcomes: After completing this unit, students will be able to:

• Remember and use the symbols of modern symbolic logic • Remember and use the most common argument forms

- Assigned Reading: Hurley, 6.1 to 6.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 11 - Unit of Instruction: 11: Truth Tables

- Student Learning Outcomes: After completing this unit, students will be able to:

• Use the truth table method for testing validity of arguments • Construct some simple formal proofs of validity

- Assigned Reading: Hurley, 6.4 to 6.6 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 12 - Unit of Instruction: 12: Natural Deduction in Propositional Logic: Implication and Replacement

- Student Learning Outcomes: After completing this unit, students will be able to:

• Memorize, recognize, and use eight rules of implication • Recognize and use eight rules of replacement

- Assigned Reading: Hurley, 7.1 to 7.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 13 - Unit of Instruction: 13: Natural Deduction: Conditional and Indirect Proofs, Logical Truths

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- Student Learning Outcomes: After completing this unit, students will be able to:

• Recognize and use conditional proof • Recognize and use indirect proof

- Assigned Reading: Hurley, 7.4 to 7.6 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 14 - Unit of Instruction: 14: Analogical Reasoning

- Student Learning Outcomes: After completing this unit, students will be able to:

• Explain the concept of argument by analogy, appraise, and develop some arguments by analogy

• Explain and use the criteria for determining whether the premises of an analogical argument render its conclusion more or less probable

• Explain and use the method of refutation by logical analogy • Explain and differentiate the various meanings of cause

Explain and use the principal techniques of inductive inference - Assigned Reading: Hurley, 9.1 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams Week 15 - Unit of Instruction: Legal and Moral Reasoning

- Student Learning Outcomes: After completing this unit, students will be able to:

• Explain the concept of legal reasoning and use reasoning by analogy to evaluate legal arguments.

• Explain the concept of moral reasoning and use reasoning by analogy to evaluate moral arguments.

Explain and use the principal techniques of inductive inference - Assigned Reading: Hurley, 9.2 and 9.3 - Assessment Methods: Quizzes, in-class activities, student essays, projects, exams ATTENDANCE POLICY: Refer to instructor’s addendum STUDENT CODE OF CONDUCT: (required wording)

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As an enrolled student at Columbus State Community College, you have agreed to abide by the Student Code of Conduct as outlined in the Student Handbook. You should familiarize yourself with the student code. The Columbus State Community College expects you to exhibit high standards of academic integrity, respect and responsibility. Any confirmed incidence of misconduct, including plagiarism and other forms of cheating, will be treated seriously and in accordance with College Policy and Procedure 7-10. ADA POLICY: (required wording) It is Columbus State policy to provide reasonable accommodations to students with documented disabilities. If you would like to request such accommodations because of physical, mental or learning disability, please contact the Department of Disability Services, 101 Eibling Hall, 614.287.2570 (V/TTY). Delaware Campus students may also contact an advisor in the Student Services Center, first floor Moeller Hall, 740.203.8000 – Ask for Delaware Campus advising, or www.cscc.edu/delaware, for assistance. WEATHER CONDITIONS (sample – maybe be changed) In the event of severe weather or other emergencies which could force the college to close or to cancel classes, such information will be broadcast on radio stations and television stations. Students who reside in areas which fall under a Level III emergency should not attempt to drive to the college even if the college remains open. Assignments due on a day the college is closed will be due the next scheduled class period. If an examination is scheduled for a day the campus is closed, the examination will be given on the next class day. If a laboratory is scheduled on the day the campus is closed, it will be made up at the next scheduled laboratory class. If necessary, laboratory make-up may be held on a Saturday. If a clinical is missed because of weather conditions: (insert department policy). Students who miss a class because of weather-related problems with the class is held as scheduled are responsible for reading and other assignments as indicated in the syllabus. If a laboratory or examination is missed, contact me as soon as possible to determine how to make up the missed exam or lab. Remember! It is the student’s responsibility to keep up with reading and other assignments when a scheduled class does not meet, whatever the reason. In the event the college is forced to close during Final Examination Week, exams scheduled for the first missed date will be rescheduled for (date), in the same location at the same time scheduled. Exams scheduled for a second missed date will be rescheduled for _____. Thus, our final exam is scheduled for (date) at _____ o’clock. If the college is closed that day, the exam will be held on (date) at _____ o’clock. If our exam is the second day the college has been closed, the exam will be held on (date) at _____ o’clock.

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FINANCIAL AID ATTENDANCE REPORTING (required wording) Columbus State is required by federal law to verify the enrollment of students who participate in Federal Title IV student aid programs and/or who receive educational benefits through the Department of Veteran’s Affairs. It is the responsibility of the College to identify students who do not commence attendance or who stop attendance in any course for which they are registered and paid. Non-attendance is reported quarterly by each instructor, and results in a student being administratively withdrawn from the class section. Please contact the Financial Aid Office for information regarding the impact of course withdrawals on financial aid eligibility.