Objectives and competences
The aim of the course is to educate critical, autonomous thinkers, capable of
• asking fruitful research questions on any topic,
• identifying theoretical and practical research problems,
• formulating them clearly and precisely,
• collecting and assessing data, relevant to their solution,
• creatively employing abstract ideas and theories in the process of their interpretation,
• supporting their answers, conclusions and solutions with sufficient, sound, relevant, representative, and so on evidence,
• assessing them by methodologically sound criteria and standards,
• thinking of alternative solutions, explanations and theories,
• questioning their assumptions, implications and/or practical consequences, and, finally,
• informing others about their ideas and findings efficiently and comprehensibly
Content (Syllabus outline)
• Dialectical nature of scientific discourse. Central role of argumentation, i.e. persuasion by means of reasons, or evidence, in science.
• The importance of the capacity to identify, reconstruct and assess evidence/arguments advanced in support of controversial scientific hypotheses, explanations, theories and research projects.
• Identification, presentation, reconstruction and completion of arguments
• Argument evaluation – the truth of the premises and the logical strength. Inductive and deductive arguments.
• Types of valid/deductive inferences.
• Formal and informal fallacies.
• General propositions and how to assess their truth. Empirical vs. conceptual truths. General/universal laws and principles.
• Definitions, their purpose, types and the rules of. Classification, its purpose and the rules of.
• Scientific explanations. The concept of, types of, and criteria for their assessment.
• Psychological methods: investigative, explanatory, applied.
Learning and teaching methods
? Lecture;
? Problem-solving;
? Text work;
? Discussion.
Intended learning outcomes - knowledge and understanding
• defining biological, psychological (cognitive and affective) and social basis of, but also damaging influences on, the process of cognition
• mastery of the basic principles of informal logic and the ability to identify, and avoid, most typical mistakes made in the process of collecting the data and/or drawing conclusions from them
Intended learning outcomes - transferable/key skills and other attributes
Transferable/Key Skills and other attributes:
• capacity for abstracting, analyzing and constructing sound arguments
• ability to identify and avoid logical fallacies, vague formulations, sloppy expressions and reasoning, rethorical tricks, methodological errors, apparent truths and their hidden assumptions
• communication skills, developed through discussion and the writing of research proposal and report
• use of imagination in the form of thought experiments
• learning intellectual honesty through impartial assessment of conflicting ideas, views and conceptions
Readings
Manley, D. (2019). Reason Better!: An Interdisciplinary Guide to Critical Thinking. ebook: Top Hat.
Šuster, D. (2015). Moč argumenta. Maribor: Aristej.
Uršič, M., Markič, O. (2009) Osnove logike. Ljubljana: Znanstvena založba Filozofske fakultete.
Klampfer, F., Bregant, J., Gartner, S. (2008) Telovadnica za možgane. Maribor: Svarog.
Copi, Irving M., Cohen, C. (2005). Introduction to Logic (12th ed.). Upper Saddle River: Pearson/Prentice Hall.
Nolt, J., Rohatyn, D. (1988). Logic. New York: McGraw-Hill.
Prerequisits
Prerequisites for attending the course:
None.
Prerequisites for completing the course:
Each of the mentioned commitments must be assessed with a passing grade.
Passing grade of seminar excercies is required for taking the written exam.
At least 50% attendance at lectures and 80% attendance at tutorials is required.
Additional information on implementation and assessment 