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.
Learning and teaching methods
? Lectures
? Seminar work: critical analysis of scientific and popular texts from their logical and argumentative structure's pont of view.
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
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.
Additional information on implementation and assessment - Written exam (written exam can be substituted by two midterm exams with passing grades). 50%
- Completed seminar with presentation, attendance and active collaboration. 50%
Each of the mentioned commitments must be assessed with a passing grade.
