Critical Thinking Tutorials

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You will find that attending tutorials is a great way to improve your assessment outcomes, because it gives you a chance to practice the sorts of activities you need to do for the assessment, and to receive feedback on your efforts.

There will also be opportunities to discuss the assigned readings, and to share your own observations and discoveries with other students.

Course Description This course is split into two components.

The first aims to introduce students to practices of argumentation, critical analysis, and evaluation.

The second component of this course introduces students to elementary propositional logic.

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Learning Outcomes On satisfying the requirements of this course students will have the knowledge and skills to: Assessment Item Details Assessment Item 1: Tutorial attendance and participation Weighting: 10% Learning Outcomes: 1, 2, 3, 4, 5b, 6 During tutorials you will work through practice exercises, discuss ideas from the course with your peers, and have the opportunity to ask your tutor questions about the material covered in lectures and readings.You can do the exercises online and the program tells you whether your answers are right or wrong.( the program uses slightly different symbolism to ours.Finally, you should indicate whether or not the argument is sound in your opinion, or, if it is not possible to decide (for example because you cannot judge the truth of a key premise) you should indicate what further information would be required for you to decide.Assessment Item 5: Short argument Weighting: 10% Word Count: 500 Learning Outcomes: 1, 4, 5, 7 For this assignment, you will take the belief claim that you analysed in the first assignment and write an argument against it.So, if you analysed the statement “That there is a God” in the first assignment, you will be arguing in this assignment that there is not a God.One reason for this is to help you occupy other points of view than your own. ) Optional Readings: Small, D., Loewenstein, G., and Slovic, P.The readings for the first part of the course are optional, but will often be quite helpful. Extracts from chapter 3, “Informal Fallacies”, in Task: Bring to the tute an example of one of the fallacies discussed in the previous week’s lectures. Extracts from chapter 3, “Informal Fallacies”, in Task: When our emotions and our critical reflection come into conflict, should we ever act on our emotion? CTW uses brackets in a slightly different way than we do.The second part of the course (on elementary logic) will involve working through chapters from Brian Garrett’s textbook Task: Choose one of the following positions and identify the assumptions and consequences of holding it: “Australia should seek to limit its immigrant population” or “Australia should not seek to limit its immigrant population”. “Deductive Reasoning” in Task: Bring to the tute an example of one of the discussed Fallacies of Relevance in the popular media (newspaper, magazine, blog, etc). The example should be from the popular media (newspaper, magazine, blog, etc). For example, we would write the conjunction A&B without brackets.Note that for this exercise you are not to provide an argument for or against the belief, but simply to analyze what holding this belief involves or commits you to.The idea is to choose a statement that you do in fact believe.


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