HUMANITIES DEPARTMENT

COURSE OUTLINE

KNOWLEDGE OF THE HUMAN MIND

AND CRITICAL THINKING ABOUT AI
(345-101-MQ)
(Section 31)
Time: Tuesdays from 12 PM to 1:45 PM, and
Thursdays from 12 PM to 1:45 PM
Classroom: 4H.8

Professor: Carl Saucier-Bouffard

Fall 2024

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 DAWSON COLLEGE
345-101-MQ (KNOWLEDGE)
SECTION 31

COURSE TITLE: Knowledge of the Human Mind and

Critical Thinking about AI
WORKLOAD (per week): 3-1-3
EFFECTIVE DATE: Fall 2024
PROFESSOR'S NAME: Carl Saucier-Bouffard
OFFICE: 4D.5
OFFICE HOURS: Thursdays from 6 PM to 7 PM, and
(All held in room 4D.5, Fridays from 12 PM to 2 PM
unless a student requests a
meeting via Zoom.)
TELEPHONE LOCAL: 4421
E-MAIL: [email protected]
(N.B. I reply to my emails and MIOs within 24 hours;
however, please note that I check my MIOs only once per day
and that I don't reply to them on weekends.)

STATEMENT OF THE COMPETENCY

Learning Outcome: To apply a logical analytical process to how knowledge is
organized and used.

ELEMENTS OF THE COMPETENCY

(General Instructional Objectives Common to all Knowledge Courses)
Students who successfully complete the Knowledge course in Humanities should be
able to:
1. Recognize the basic elements of a field of knowledge;
2. Define the modes of organization and utilization of a field of knowledge;
3. Situate a field of knowledge within its historical context;
4. Organize the main components into coherent patterns;
5. Produce a synthesis of the main components.

GENERAL AIM
The Knowledge course is a prerequisite for both the World Views and Applied Ethics
courses.

As indicated on the website of the Humanities Department, the Knowledge course

proposes “frameworks for understanding the experience, ideas and values of
humankind and their diversity. [It is] aimed at developing critical thinking,
reinforcing the skills involved in careful reading, organized writing and well-
developed oral presentations, and […] improving media and computer literacy.”
(http://dc37.dawsoncollege.qc.ca/humanities/)

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COURSE DESCRIPTION
The maxim “Know thyself” is a long-established piece of wisdom. Many, if not most, of the
founders of Western philosophy (including Pythagoras and Socrates) have given the utmost
importance to this guiding rule. This course is based on the premise that knowledge of one’s mind
is the starting point and one of the main components of critical thinking. This course will explore
the modes of functioning of the human mind, and will critically examine the processes by which
knowledge is thought to be acquired. These processes will be illustrated mainly (but not
exclusively) through the case study of artificial intelligence (AI). Throughout this course, the
modes of functioning of the human mind will be compared and contrasted with the ways data sets
are analysed and categorized by AI systems. For instance, we will explore the extent to which
our personal data (stored on platforms such as Facebook, Instagram, and Google) have allowed
AI systems to know our mind's tendencies.
To succeed in this course, students should be able to provide a sound answer to the following
questions: What are the main limitations of the human mind? Why do an increasing number of
scholars claim that humans are predictably irrational? Given the recent developments in AI, is it
legitimate to assume that humans are not currently the most rational beings on this planet? Are
algorithms better positioned to make informed, unbiased, and logical decisions than humans?
How can we train our mind to be more rational? How can we avoid fallacious reasoning? What is
a logically valid and sound argument? When are critical thinking skills useful? What could be the
consequences of not training our mind to think critically? How could the irrationality of a critical
mass of people influence the future of humanity?
Students will acquire the knowledge and skills needed in order to construct well-informed and
nuanced arguments with regard to these issues. Students will be required to communicate their
positions clearly and effectively. In a nutshell, students will learn to become better critical
thinkers.

REQUIRED TEXTS

Students should purchase the following two books:

Marcus, G. (2009) Kluge – The Haphazard Evolution of the Human Mind. New York.

Albert, D. (2022) Critical Thinking For College Students, Fifth Edition. Magog.

All of the other compulsory readings will be available on LEA.

Students will have to read a total of approximately 300 pages.

TEACHING METHODS / LEARNING ACTIVITIES

Mediums of teaching will include lectures, discussions, documentaries, and a variety of active
learning activities. Students will be expected to take extensive notes during each lecture.

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 Type of Evaluation Tool % of Final Due Date1
Grade (Tentative Schedule)

Reading Summary of One of the Book Chapters 10% A different date will be
( Each student will be subjected to one surprise “reading summary” on one of
randomly assigned to
the readings. Students will have to come to all lectures prepared – that is, each student
having already done all of the main readings for that class. )

In-Class Writing Activities 20% in total Throughout the term

( At least 10 times during the term, students will be asked to take a few minutes
(2% each)
to answer a question on a sheet distributed to them. To get the 2 marks
associated with each of these questions, they will have to be completed in
class. They cannot be completed at home outside of class time (unless a
student has a demonstrable medical reason for missing a particular class).
Two marks will be lost (out of 20) for each question / writing activity that will
not be completed in class. It should be noted that more than one writing
activity may take place during any given class. )

Special Assignment Related to a Guest Talk Held during 5% At some point between
the Humanities & Public Life Conference October 21st and 25th
(The precise date remains
to be determined.)

Mid-Term Examination on All of the Readings Listed 20% October 8th

under Classes #1 to 13 (Class #14)

Written Examination on All of the Readings Listed under 15% November 7th
Classes #15 to 21 (Including Most of the Chapters of the (Class #22)
Textbook Critical Thinking For College Students)

Reading Summary of One Peer-Reviewed Academic 5% November 14th, 19th,

Article 21st or 26th
(Class #24, 25, 26 or 27)
(This second reading summary will be produced in class, close book.)

(i.e., the First Part of the Multi-Step Assignment Worth

30%; The Other Parts Are Below and on the Next Page.)

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Please note the following:
Monday, September 2nd = Statutory holiday;
Wednesday, September 4th = Follows a Monday schedule;
Friday, September 20th = No classes (pedagogical day);
Thursday, October 10th = Follows a Friday schedule;
Friday, October 11th = No classes (pedagogical day);
Monday, October 14th = Statutory holiday.

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Standardized Form of the Argument you Will Defend in 5% November 19th, 21st or
your Oral Presentation 26th
(Class #25, 26 or 27)

Group Oral Presentation 15% November 28th,

December 3rd or
December 5th
(Class #28, 29 or 30)

Evaluation of your Contribution to the Oral Presentation 5% November 28th,

Assignment December 3rd or
December 5th
(Class #28, 29 or 30)

۞ Amount of writing required

Throughout the term students will be required to write at least 2,500 words (including in-class and
out-of-class writing).

۞ Policy for assignments submitted after the due date

Except for the specific policy applying to reading summaries, 5% will be deducted from the mark of
any other assignment for each calendar day (including non-school days) it is late. No late assignment
will be accepted once the teacher has given the corrected assignments back to the students.

GRADING POLICY

The instructor will use numerical grades to formally evaluate student achievement. 60% is the
minimum to pass this course.

COLLEGE AND COURSE POLICIES (ISEP)

The Institutional Student Evaluation Policy (ISEP) is designed to promote equitable and effective
evaluation of student learning and is therefore a crucial policy to read and understand. The policy
describes the rights and obligations of students, faculty, departments, programs, and the College
administration with regard to evaluation in all your courses, including grade reviews and resolution
of academic grievance. The ISEP is available on the Dawson website.

DEPARTMENTAL LITERACY STANDARD

Students enrolled in Humanities courses are expected to have college-level English reading skills and
to demonstrate college-level English writing skills.

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COURSE LITERACY POLICY

Up to a maximum of 10% of the mark of each exam/assignment will be deducted for lack of clarity
in writing, misspellings, and grammatical mistakes.

ACADEMIC INTEGRITY

Cheating and plagiarism are unacceptable and represent serious academic offences (refer to the
"Institutional Student Evaluation Policy" (ISEP) for further details). Cheating and plagiarism include:
culling ideas, terminology, passages and other information from electronic or print sources that are
not properly quoted or credited; poor paraphrasing of a passage from a source; falsifying, altering or
creating a source; assistance from another person to such an extent that the work is no longer your
own; submitting your own work, in whole or in part, from a previous course; substituting any part of
another’s work, published or unpublished, as your own. All instances of conduct that the instructor
identifies as academic misconduct, such as those mentioned above, will be accompanied by a penalty
and the wrongdoers will be reported to the Dean's office. In fact, according to ISEP, teachers are
required to report to the Sector Dean all cases of cheating and plagiarism affecting a student's
grade (ISEP, Section V-C). With regards to this specific course, for the first instance of academic
misconduct, the given assignment / exam will receive a grade of zero without the possibility of a
resubmission. Action in response to a second incident of cheating and/or plagiarism, up to and
including the failure of the student in the course, is within the teacher's and Dean’s authority.
Expulsion from Dawson College is also a possible outcome of repeated cheating and plagiarism.

STUDENT CONDUCT

Everyone has the right to a safe and non-violent environment. Students are obliged to conduct
themselves as stated in the Student Code of Conduct and in the ISEP section on the roles and
responsibilities of students. (ISEP Section II-D)

ATTENDANCE REQUIREMENTS

Students should refer to the Institutional Student Evaluation Policy (Section IV-C) regarding
attendance.

INTENSIVE COURSE CONFLICTS

If a student is attending an intensive course, the student must inform the teacher, within the first 2
weeks of class, of the specific dates of any anticipated absences.

POLICY ON RELIGIOUS OBSERVANCES

Students who intend to observe religious holidays must inform their teachers in writing as prescribed
in the ISEP Policy on Religious Observances. (ISEP Section IV-D) More specifically, students must
inform the teacher in writing within the first two weeks of class of their intent to observe religious
holidays so that alternative arrangements convenient to both the student and the teacher can be made
at the earliest opportunity.

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EXPECTED CLASSROOM BEHAVIOURS

۞ “Students have an obligation to show respectful behaviour and appropriate classroom deportment.
Should a student be disruptive and / or disrespectful, the teacher has the right to exclude the
disruptive student from learning activities (classes) and may refer the case to the Director of Student
Services under the Student Code of Conduct.” (Dawson College Institutional Student Evaluation
Policy, p.27)

۞ Students will be expected to make informed contributions to discussions and to come to all
lectures prepared – that is, having already done all of the compulsory readings for that lecture. This
will be critical for group discussion and learning.

۞ “Students have an obligation to attend their scheduled learning activities.” (Dawson College
Institutional Student Evaluation Policy, p.26)

۞ Attendance will be taken. If students believe that they have a valid reason to miss a lecture, they
should communicate it to the instructor. When they miss a lecture, students bear the sole
responsibility for obtaining the material studied during this lecture. In other words, “students have an
obligation to remain informed about what takes place in their regularly scheduled classes. Absence
from class does not excuse students from this responsibility.” (Dawson College Institutional Student
Evaluation Policy, p.26)

۞ “Students have an obligation to arrive on time and remain for the duration of scheduled classes
and activities.” (Dawson College Institutional Student Evaluation Policy, p.26)

۞ “Students have an obligation to respect their teachers’ right to formulate and enforce policies on
lateness and attendance.” (Dawson College Institutional Student Evaluation Policy, p.26)

۞ “Students have an obligation to wait for the teacher for 15 minutes after the scheduled beginning
of a class, unless they have been notified otherwise in a specific instance.” (Dawson College
Institutional Student Evaluation Policy, p.26)

۞ “Students have an obligation to write tests and final examinations at the times scheduled by the
teacher or the College.” (Dawson College Institutional Student Evaluation Policy, p.27) Classwork
missed due to an unexcused absence cannot be made up.

Students are highly encouraged to make themselves acquainted with the comprehensive list of
their rights and obligations. It can be found in the Dawson College Institutional Student
Evaluation Policy (http://dc11.dawsoncollege.qc.ca/dsweb/Get/Document-10436/isep.pdf).

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CONTENT

Class 1: Presentation of this course outline

During the first class, the main elements of this course outline will be explained and discussed.

Class 2: No Humanities class (as the teacher will undergo surgery)

Class 3: Why is it important to expand our knowledge of the human mind? Brief overview
of the content of this course

During the first part of this class, additional elements of this course outline will be clarified and
explained. During the second part of this class, we will tackle the following questions: Why is it
important to expand our knowledge of the human mind? What are the main differences between the
human brain and computers?

Main reading:
• Van Paasschen, Frits. “The Human Brain vs. Computers: Should We Fear Artificial Intelligence?”,
The Disruptors' Feast (New York: 2017), pp.1-6.

Class 4: Introduction to the concept of “knowledge”

After explaining why the study of knowledge is a subfield of the academic discipline of philosophy,
we will study the most influential definition of “knowledge.”

Main reading:
• Schick, T. and Vaughn, L. “Knowledge, Belief and Evidence” (i.e., chapter 4), How To Think About
Weird Things (Montreal: McGraw-Hill, 2014), pp.62-71.

Class 5: Knowledge of the human mind and the biological evolution of the human brain

In order to understand the functioning of the human brain, one absolutely needs to be familiar with
Darwin’s theory of evolution and how the human brain has historically evolved. These will be the
topics of class #5.

Main reading:
• Marcus, Gary. “Remnants of History” (i.e., chapter 1), Kluge (New York: Mariner Books, 2009),
pp.1-17.

Optional reading:
• Saucier-Bouffard, Carl. “The Legal Rights of Great Apes”, in The Global Guide to Animal
Protection, edited by Andrew Linzey (Chicago: University of Illinois Press, 2013), pp.235-237.

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Class 6: The biologically evolved human brain versus human-designed AI systems

Main reading:
• Webb, Amy. “Introduction: Before It's Too Late” (i.e., the introduction), The Big Nine: How the
Tech Titans and Their Thinking Machines Could Warp Humanity (New York: Public Affairs, 2019),
pp.1-9.

Class 7: The limitations of human memory

Main reading:
• Marcus, Gary. “Memory” (i.e., chapter 2), Kluge (New York: Mariner Books, 2009), pp.18-39.

Class 8: The "kluginess" of the human belief system

Main reading:
• Marcus, Gary. “Belief” (i.e., chapter 3), Kluge (New York: Mariner Books, 2009), pp.40-68.

Class 9: Common and mistaken beliefs

Main readings:
• Desaulniers, Élise. “If Cows Were Unhappy, They Wouldn't Produce Milk” (i.e., chapter 6),
Cash Cow: Ten Myths about the Dairy Industry (New York: Lantern Books, 2015), pp.75-95.
• To be announced.

Class 10: The limitations of the human mind and its predictably irrational choices
Main reading:
• Marcus, Gary. “Choice” (i.e., chapter 4), Kluge (New York: Mariner Books, 2009), pp.69-94.

Classes 11 & 12: Choosing a career based on facts and stats

Main readings:
• World Economic Forum. “Key Findings”, The Future of Jobs Report 2018 (Geneva: World
Economic Forum, 2018), pp.vii-ix; p.9.
• World Economic Forum. The Future of Jobs Report 2020 (Geneva: World Economic Forum, 2020),
pages to be announced.
• To be announced.

Class 13: Practical pieces of advice to overcome the limitations of the human mind
Main reading:
• Marcus, Gary. “True Wisdom” (i.e., chapter 8), Kluge (New York: Mariner Books, 2009),
pp.161-176.

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Class 14: ۞ In-class written examination on all of the readings listed under classes #1 to 13.
(20%)

Class 15: How to train our mind to be more rational and to make rational arguments
Main readings:
• Albert, Denise. “Why Study Critical Thinking?” (i.e., chapter 1), Critical Thinking For College
Students, Fifth Edition (Magog, 2022), pp.16-18.
• Albert, Denise. “What Is An Argument” (i.e., chapter 2), Critical Thinking For College Students,
Fifth Edition (Magog, 2022), pp.19-26.

Classes 16 & 17: How to train our mind to be more rational and to make logically valid
arguments
Main readings:
• Albert, Denise. “Deductive Logic” (i.e., chapter 8), Critical Thinking For College Students, Fifth
Edition (Magog, 2022), pp.76-84.
• Harari, Yuval Noah. “Why Technology Favors Tyranny”, The Atlantic, October 2018, pp.1-17.

Class 18: How to train our mind to be more rational and to make sound arguments

Main readings:
• Albert, Denise. “Acceptable Premises” (i.e., chapter 4), Critical Thinking For College Students,
Fifth Edition (Magog, 2022), pp.40-46.
• Webb, Amy. “A Thousand Paper Cuts: AI's Unintended Consequences” (i.e., chapter 3), The Big
Nine: How the Tech Titans and Their Thinking Machines Could Warp Humanity (New York: Public
Affairs, 2019), pp.97-132.

Class 19: How to train our mind to be more rational and to make sound arguments

Main readings:
• Albert, Denise. “Fallacies” (i.e., chapter 5), Critical Thinking For College Students, Fifth Edition
(Magog, 2022), pp.50-56.
• To be announced.

Class 20: How to avoid being misled by numbers and statistics

Main readings:
• Albert, Denise. “Using Numbers to Deceive” (i.e., chapter 6), Critical Thinking For College
Students, Fifth Edition (Magog, 2022), pp.61-67.
• To be announced.

Class 21: Questions & answers

• Students’ only homework will be to review their reading and lecture notes in preparation for the
examination which will take place during class #22.

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Class 22: ۞In-class written examination on all of the readings listed under classes #15 to 21.
(15%)

Class 23: The long-term implications of a world in which too many people do not think or
act rationally

During this class, we will discuss how the irrationality of a critical mass of people could influence the
future of humanity. The instructions for the oral presentation will also be explained to students.

Main reading:
• To be announced.

Class 24: Library instruction session

During class #24, one of Dawson's librarians will teach us how to use a number of databases in order
to find relevant peer-reviewed academic articles.

Main reading:
• To be announced.

Classes 25, 26 & 27: Work on the validity and soundness of the argument at the core of your
group oral presentation

۞ Each team will have to present to the instructor (and demonstrate the soundness of) the
argument that they will defend in their oral presentation. (5%)

Main reading:
• To be announced.

Classes 28, 29 & 30: ۞ Group oral presentations (15%)

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