This course aims to develop students' knowledge of critical thinking and to consider its relationship to effective communication. Fundamentals of critical thinking such as argument identification, reconstruction and evaluation will underpin an exploration and analysis of critical thinking dispositions, principles of constructive dialogue and its relationship to persuasive communication.

Three online seminars (2hrs each)

One weekend intensive day (Saturday, 10am-5pm)

Four follow-up online seminars (2hrs each)

None

None

1 x short exercise (argument reconstruction and evaluation and/or dialogue analysis): 30% [ILOs 1-5]

1 x essay (either just theoretical, or reflectively applying learning to a professional context) : 70% [ILOs 1-6]

This course aims to develop students' knowledge of critical thinking and to consider its relationship to effective communication. More specifically, it aims to:

1. Explain the historical context of critical thinking as a discipline.

2. Investigate the effects of cognitive biases and emotions on rationality and decision-making.

3. Explore the fundamental skills of argument analysis (argument identification, reconstruction and evaluation). 

4. Discuss the nature and role of critical thinking dispositions.

5. Analyse the value of critical thinking for effective communication (e.g. its connection to rhetoric, constructive dialogues, group deliberations, and negotiations).

6. Evaluate the nature and significance of critical thinking as a discipline.

By the end of this course students will be able to:

1. Demonstrate an understanding of the theoretical and historical context of critical thinking in philosophy, education and applied communication.

2. Explain some of the effects of cognitive biases and emotions on rationality and decision-making.

3. Understand and apply the basic skills of argument analysis.

4. Explain and evaluate the nature and role of critical thinking dispositions.

5. Demonstrate an understanding of some fundamentals of applied communication (such as rhetoric and the criteria for constructive dialogues) and their relevance to critical thinking.

6. Reflect on the nature and significance of critical thinking as a discipline, and its relevance to their professional context.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.