ࡱ> pro@ (bjbjצצ 1b::::D . Z,Z,Z,Z,L,. 5DF-F-F-F-(n-M.M.M.]8_8_8_878&>C$9FRHXC0I.M.P1|1@C::n-n-C444 2:Rn-n-]840]8445["q5n-:- PdZ,"2a56DD05Di5H3Hq5. . ::::Hq5M.v.T4/D[/;M.M.M.CC.  26($4. 26( Judgment and Decision-Making PHIL 179 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course examines the philosophical and psychological foundations of decision-making. Outcome Statement: Students will be able to demonstrate understanding of the principles of reasoning and decision-making. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Philosophical KnowledgeSkill(s) Developed:Critical Thinking Skills and DispositionsValues Requirement(s) satisfied:None CORE LEARNING OBJECTIVES  Knowledge Area (Philosophical Knowledge): Students will be able to: (a) identify and distinguish the principal differences between deductive and inductive reasoning (b) explain why there are difficulties in establishing the validity of inductive reasoning (c) display an understanding of the quantitative aspects of decision-making, such as multiplying probabilities, estimating base rates, distinguishing samples from populations, and identifying independent causes (d) identify the separate cognitive biases, as documented in psychological research (e) explain why estimation of costs and benefits are important to decision making (f) talk about the ends or goals of a good life, in connection with psychological findings about happiness. Skills (Critical Thinking Skills and Dispositions): The specific competencies for this course are the same as those associated with the Philosophical Knowledge area, namely, to: (a) identify and distinguish the principal differences between deductive and inductive reasoning (b) explain why there are difficulties in establishing the validity of inductive reasoning (c) display an understanding of the quantitative aspects of decision-making, such as multiplying probabilities, estimating base rates, distinguishing samples from populations, and identifying independent causes (d) identify the separate cognitive biases, as documented in psychological research (e) explain why estimation of costs and benefits are important to decision making (f) talk about the ends or goals of a good life, in connection with psychological findings about happiness. PROCEDURES  Full Course Description:  This course presents a state-of-the-art discussion of research on judgment and decision-making. Decisions large and small are part of everyday life. What should I have for lunch? Should I go running? Should I pursue a relationship with this person? Will this job make me happy? Should I have this lump removed? Should I save more for a comfortable retirement? Usually, we dont make the best decisions, even when we have the best information. But the quality of our decision-strategies depends upon factors in economics, philosophy, and psychology. Philosophy contributes its canon of literature on inductive and deductive reasoning, and its focus on prescriptive questions about the purpose of good reasoning. Psychology offers experimental evidence of human capability in the area of judgment, and delineates the processing mechanisms that produce good decisions. As the science of policy, Economics describes the structural conditions that promote good decision-making, and tracks the utilities, costs and benefits (both to individuals and societies) of those decisions. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site.  Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. Note that you would do well to indicate that your calendar is Tentative so that students cannot complain if you find it necessary to make changes. 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