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KLC 2106 2102critical and Creative Thinking - Course Outline

The course syllabus for 'Introduction to Critical and Creative Thinking' at Kiriri Women’s University outlines the objectives, learning outcomes, and assessment methods for the January-April 2025 semester. The course aims to enhance students' reasoning skills, critical thinking, and decision-making abilities through various topics, including logic, fallacious reasoning, and problem-solving. Assessment will include assignments, continuous tests, and a final exam, with a focus on active participation and engagement in class discussions.

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16 views4 pages

KLC 2106 2102critical and Creative Thinking - Course Outline

The course syllabus for 'Introduction to Critical and Creative Thinking' at Kiriri Women’s University outlines the objectives, learning outcomes, and assessment methods for the January-April 2025 semester. The course aims to enhance students' reasoning skills, critical thinking, and decision-making abilities through various topics, including logic, fallacious reasoning, and problem-solving. Assessment will include assignments, continuous tests, and a final exam, with a focus on active participation and engagement in class discussions.

Uploaded by

ndanufelisters76
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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KIRIRI WOMEN’S UNIVERSITY OF SCIENCE AND TECHNOLOGY

SCHOOL OF EDUCATION; DEPARTMENT OF EDUCATION


Course Syllabus

Semester: January-April 2025


Unit Code: KLC 2102/2106. Unit Name: Introduction to Critical and Creating Thinking

Lecturer: Dr. Stephen Kioko Lecturer’s Contact: 0727270956/[email protected]

Class time: Tuesday-7am -10am (SBM 5) 3 CREDIT HOURS


Consultations hours: Tuesday – 2-5pm

COURSE PURPOSE
The course introduces students to some of the necessary features of sound reasoning. Hence, the
course has a strong normative component. In addition to logical thinking and entailment, the course
is also a study of the difference between good and poor reasoning, particularly when exemplified in
arguments. Much stressed is the role of logic in thinking critically. Critical and Creative Thinking is
necessary not only for a well-rounded education, but also for getting along well in one’s professional,
private and public life. The course is founded on the belief that thinking cannot be “critical” if it
violates elementary logical norms. The discipline of logic, alongside the other branches of
Philosophy, underpins logical thinking norms, and can thereby be one’s best friend in the attempt to
think critically.

STUDENT LEARNING OUTCOMES


Having gone through the Critical and Creative Thinking Course the student can:

 identify issues
 distinguish between clarification, argument, persuasion and other ways of relating to an
issue
 recognize the difference between conclusions and the arguments for them
 distinguish between factual judgments and non-factual judgments
 distinguish between inductive reasoning and deductive reasoning
 distinguish between truth and logic
 determine whether a consideration is relevant
 recognize questionable assumptions and missing information
 evaluate the credibility of statements and sources
 identify ambiguity, vagueness, and common fallacies in reasoning
 develop the skill of critical and creative thinking
 Improve her decision making competencies.
COURSE OUTLINE AND SCHEDULE

WEEK LECTURE TOPIC LECTURE DETAILED OUTLINE


General Introduction  Meaning of Philosophy
1  Branches of Philosophy
 Relevance of Philosophy
Critical and Creative
2 Thinking  Definition of Critical and Creative Thinking(CCT)
 History of CCT
 Characteristics of CCT
 Importance of CCT
 Barriers to critical and creative thinking
Tools of Reasoning  Tools of analysis
3  Tools of evaluation
 Tools of transformation (intellectual virtues)
Logic  Structure of arguments
4  Argument analysis
 Deductive reasoning
 Inductive reasoning
Fallacious Reasoning  Meaning of fallacious reasoning
5  Formal and informal fallacies
 Types of informal fallacies
Decision Making  Procedures of decision making
6  Skills of decision making
 Techniques of decision making
 Case studies of skilled decision making
Assignment one
Problem Solving  Problem solving procedures
7  Skills and techniques of problem solving
 Creative and innovative solutions
 Case studies of skilled problem solving
Personal Identity and  Who am I?
8 Development  Self examination
 The transforming role of quality education
Assignment 2
Case Study 1 On Appearance and Reality (Essay by Bertrand Russell)
9  The Problem of Appearance
 Distinguishing Appearance from
Reality
Case Study 2 On Thinking for Oneself (Rene Descartes)
10

Case Study 3 On Liberty of Thought and Individuality (Essay by John


11 Stuart Mill)

WRAPUP Revision
12

13 &14 END OF SEMESTER EXAMINATIONS

COURSE REQUIREMENTS

 Regular attendance and participation in class discussions


 Sitting all the required CATS/ Assignments and the final examination
 Completing assignments on time
 Adequate preparation for every class
TEACHING METHODOLOGIES
Dialogical approach
Seminar
Concept building
Lectures

ASSESSMENT
Semester course assessments will include two continuous assessment tests (compulsory sitting CAT
and a written assignment). The distribution of Marks is as follows:
Assignments – 30%
CAT 1 - 30%
CAT 2 - 30%
EXAM - 70 %
FINAL GRADE =CAT AV. + EXAM
REQUIRED AND RECOMMENDED LEARNING MATERIALS
Core Texts
Namwambah T.N. Think critically and Creatively: A Thinker’s Companion. Nairobi: Dale
Publishers, 2010.
……………… Elements & Pedagogy of Critical Thinking. Nairobi Dale publisher, 2007.
………………. Essentials of Critical and Creative Thinking. Nairobi Didaxis, 2005.
Secondary Sources
Fisher, A. Critical Thinking: An Introduction. 2nded. New York: Cambridge University Press, 2011.
Wambari, K (ed.). Readings in Introduction to Critical Thinking.Kijabe: AIC Press, 1992.
Bassham, G. et al.Critical Thinking: A Student’s Introduction. 4thed.New York: McGraw-Hill Co.,
2011.
Chsholm, R. (1992). Theory of Knowledge. Prentice & Hall, New Delhi
Copi, I. (1994) Introduction to logic. Macmillan, New York
Hallman, M.O. (2012). Traversing Philosophical Boundaries. Wadsworth, Boston
Rainbolt, G., Dwyer, S. (2012). Critical Thinking: The art of argument. Cengage Learning, Ohio
Toulmin, S., Rieke, R., Janik, A. (1984).An introduction to reasoning.Mcmillan, New York
Kiruki, J.K. Introduction to Critical Thinking. Eldoret: Zapf Chancery, 1997.

Online sources
Lau, Joe YF. An introduction to critical thinking and creativity: Think more, think better. John
Wiley & Sons, 2011.

Fatmawati, Any, Siti Zubaidah, and Susriyati Mahanal. "Critical thinking, creative thinking, and
learning achievement: How they are related." In Journal of Physics: Conference Series, vol. 1417,
no. 1, p. 012070. IOP Publishing, 2019. DOI 10.1088/1742-6596/1417/1/012070

Ülger, K. A. N. İ. "The relationship between creative thinking and critical thinking skills of
students." Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of
Education 31 (2016). http://doi.org/10.16986/huje.2016018493

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