Course Director: Chandra Kumar

Email: chndrakumr@gmail.com and chandrak@yorku.ca

This course is aimed at developing our capacities for critical reasoning. There are at least two ways of understanding the notion of 'critical reasoning'.

First, 'critical reasoning' refers to the use of logic, evidence, and argument in forming and evaluating arguments and opinions. Critical reasoning, in this sense, helps us to identify arguments (in books, newspapers, films, literature, on television, radio, the internet, and so on), to detect fallacies and other weaknesses in those arguments, and to understand how those arguments may be rationally strengthened and improved—if they can be.

Second, 'critical reasoning' refers to the use of our rational capacities to identify and to evaluate various modes of persuasion (not only arguments) that serve to reinforce and rationalize ideological assumptions and views of the world that are often unquestioned or uncritically accepted.

Critical reasoning in this second sense, though it is related to, and draws upon, critical reasoning in the first sense, does something more. In this second sense of 'critical reasoning', the aim is to defend ourselves, not only against bad arguments in general, but against bad political, ideological, and propagandistic forms of persuasion in particular.

In the first sense of 'critical reasoning', the kind that introductory textbooks usually focus on, we are concerned with arguing well in general. In the second sense, we focus on arguing well on political, social and moral questions in particular—on humanly important matters that are relevant to how we live our lives and to what kind of society we wish to strive for and defend.

This will be a course in critical reasoning in both senses. We want to develop our capacities for rational argument in general, and for rational self-defence against ideological and political propaganda (which often occurs in advertising as well as directly political rhetoric) in particular.

Critical reasoning in the first sense does not require much knowledge of politics, history, and society. Critical reasoning in the second sense is simply impossible without some such knowledge of the 'real world'. Critical reasoning in both senses requires a capacity for reading comprehension, and for clear thinking and writing. The aim of this course is to improve all of these capacities.

Randal Marlin, Propaganda and the Ethics of Persuasion 2^nd ed. (Broadview Press, 2013).

NOTE: We will NOT be using MOODLE for this course. Additional readings will be emailed to students – using your listed preferred email address. But weekly ZOOM video sessions will be arranged, starting in the second week, to go over material. 

1. Short written assignments. (Dates announced as we go along): 15%
2. First exam (June 5): 20%
3. Second exam (July 3): 20%
4. Third exam (August 3): 20 %
5. Essay (4-5 pages typed, double-spaced, due Aug. 15): 25%

Our text deals primarily (but not only) with 'critical reasoning' in the second sense specified above. The book covers many topics, including the history of propaganda, techniques for analyzing propaganda, the relationship between ethics and propaganda, issues of free speech and expression, propaganda in advertising and the public relations industry, and the internet as a vehicle for both democracy and propaganda. You are not expected to read the entire book. I will indicate which parts of the book will be required for exams and assignments.

You are expected to read the items that are required and that will be sent to you via email, unless I indicate that an item is optional. I will base my lecture notes both on the text and on other materials—which will include video clips from the internet, readings, passages, or exercises posted to your ‘preferred’ email address, and (possibly) one or two movies or documentaries (TBA).

The text is not easy, and kind of dry in parts, but it is worth struggling through—though, again, we will not cover all of it. I will not make the exams and assignments as difficult as the text. It is a first year course, after all. But the text has a wealth of information and important history relating to propaganda. You’ll learn a lot from it if you make an effort.

With my lectures notes, which will be provided to you each week (through email), I will try to simplify the basic points you are expected to know for exams and assignments, and I will provide guidance for writing exams and short written assignments. So do not be intimidated by the text if you find it hard or overwhelming.

To do well in this course, it is advisable to do the readings, and go carefully over the (fairly extensive) lecture notes that will be provided.

I will provide examples of propaganda and political argument throughout the course. As well, I will post short writing assignments (one or two paragraphs) through email, with due dates and times.

There will be six such assignments. These short assignments will be worth 15 percent of your final grade. If you do all of them, you get the full 15 percent— provided you made an effort to do them properly. For each assignment that you do not submit on time, you will lose 2.5 percent. If you do not submit any of these, you will lose the full 15%. If you submit an assignment but clearly made no effort to do it properly, or didn’t really address what you were being asked, you will lose part marks. The purpose of these exercises is to keep you active and to give you continual feedback, which might help you on the exams and essay assignments.

Apart from the six short assignments, there will be three exams that will be sent out to you via email. There will also be a final take-home essay assignment.

In this course, we want to develop our capacities for rational argument in general, and for rational assessment of ideological, political and commercial propaganda in particular. In doing so, we want to develop our capacities for reading comprehension, and for clear thinking and writing. The aim of this course is to improve all of these capacities. (See Expanded Course Description for more detail on what this will involve.)

• Academic Accommodation for Students with Disabilities
• Alternate Exam and Test Scheduling
• Grading Scheme and Feedback Policy

The Senate Grading Scheme and Feedback Policy stipulates that  (a) the grading scheme (i.e. kinds and weights of assignments, essays, exams, etc.) be announced, and be available in writing, within the first two weeks of class, and that, (b) under normal circumstances, graded feedback worth at least 15% of the final grade for Fall, Winter or Summer Term, and 30% for ‘full year’ courses offered in the Fall/Winter Term be received by students in all courses prior to the final withdrawal date from a course without receiving a grade (see the policy for exceptions to this aspect of the policy - http://www.yorku.ca/secretariat/legislation/senate/gradfeed.htm 

 “Final course grades may be adjusted to conform to Program or Faculty grades distribution profiles.”

If Term Test will be held outside of regularly scheduled class time, include announcement of day, date and time here (e.g., Saturday, October 28, 2006, 10 am to 11:30, room TBA). 

     "20 % Rule"

No examination or test worth more than 20% of the final grade will be given during the last two weeks of classes in a term, with the exception of classes which regularly meet Friday evenings or on the weekend (Saturday and/or Sunday at any time). (Approved by Senate, November 28, 1996)