本課程的具體實施目標有六項：
1. 能明白邏輯思維的特徵
2. 能認識並操作形式邏輯的基本理論及推論
3. 能分辨形式邏輯與非形式邏輯的差別
4. 能了解非形式邏輯推論的應用場合與規範準則
5. 能體會在進行日常推論行動時，批判與同情理解能力的重要性
6. 透過課程學習以及評量活動的設計，發展並陶養學生進行多元思考、溝通協調、正確的價值判斷、以及以有效率的方式解決問題等多種能力。本課程「邏輯與批判性思考」的主要課程內容與特質為希望同時透過形式邏輯(formal logic)與非形式邏輯(informal logic)的推理與論證的框架，探討現代公民在其公共領域以及私人領域的生活中，如何理性地、批判地以及同情理解地接受一個觀點或否決一個觀點。作為一種能在實踐生活中面對具體的人生處境進行說服論證的推論必須是「以知識為基礎」(knowledge-based)、「由目的所驅動」(goal-driven)、「以行動為導向」(action-directed)的，就推論框架層面來說，它要求論述主體必須具備一定的知識承載度，必須明智的針對論述所面對的對象以及所欲達成的行動加以整合，同時透過一種多元地、合乎邏輯原則地、以最好的語言安排以及言論者在形象上的一種可信賴的特質的傳達，共同完成該次論述。
在學習活動上，本課程要求修課同學必須具備多元思考、溝通協調、價值判斷、以及問題解決等多種能力的綜合；在課程的題材上，課程教師將會以發生在具體人生處境各種言論場合與各類型媒體中（如日常溝通、法院、議會、電視名嘴、醫學診斷、現時社會事件以至著名的歷史事件等）具有爭議性的事件，引導同學同時以批判的以及同情理解的角度加以審視，換句話說課程所涉及的主題本身是有著有一定程度的公共性而非抽象的在概念之間進行推出操作。在這當中，學習活動中將安排學生針對現實議題進行研議。此外，課程亦將適當引導同學理解這種語言技術是一種能適用於人類任何的語言論述的具體處境中的理性論述。透過主題討論，引導同學分析並理解實踐生活中論證行動的前提的開放性、過程的動態性、論證策略與批判策略的多選擇性以及結論的可廢止性等特徵。There are six specific implementation goals for this course:
1. Be able to understand the characteristics of logical thinking
2. Basic theories and recommendations for understanding and operating form logic
3. Be able to distinguish the difference between formal logic and non-formal logic
4. Appliance combination and specifications that can understand non-formal logic recommendations
5. The importance of critical and sympathetic understanding when conducting daily recommendation actions
6. Through course learning and design of evaluation activities, students can develop and cultivate multiple abilities such as diverse thinking, communication and coordination, correct value judgment, and efficient problem solving. The main content and characteristics of this course "Rules and Critical Thinking" is to hope that through the framework of reasoning and argumentation of formal logic and non-formal logic, it explores how modern citizens rationally, critically and sympathetically accept a view or deny a view in their public and private domains in their lives. As a recommendation that can convincing the specific life situation in real life must be "knowledge-based", "goal-driven", and "action-directed", the recommendation box From the layer perspective, it requires that the subject must have a certain degree of intellectual support, must wisely integrate the object of the statement and the actions it wants, and at the same time, through a diverse, logical principled arrangement, in the best language, and the speaker's image of a credible character, to complete the statement together.
In learning activities, this course requires students in the course to have a comprehensive combination of multiple abilities such as diverse thinking, communication and coordination, value judgment, and problem solving; in terms of course topics, the course teacher will occur in various speech and media in specific life situations (such as daily communication, courts, conferences, and telephone numbers) The subjects, medical diagnosis, current social events, and even famous historical events, etc.) are controversial events, which guide students to review them from the perspective of critical and sympathetic understanding, and in a sentence, they say that the topics involved in the course are themselves public and not abstract, and are introduced between concepts. During this time, students will be arranged to discuss the practical topics during the learning activities. In addition, the course will also guide students to understand that this language technique is a rational statement in a specific context that can be applied to any human language statement. Through topic discussion, we guide students to analyze and understand the characteristics of openness of the premise of proof action in real life, dynamic nature of the process, multi-choice of proof strategies and critical strategies, and the stagnability of conclusions.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
The general course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
本課程以教師自編講義為主。另有建議參考閱讀資料。
以下為進階參考閱讀料：
形式邏輯部分：
1. H. Kahane, Logic and Philosophy: A modern Introduction, Univ. of Maryland, 1986.
2. I. Copi and C. Cohen, Introduction to Logic, Macmillan, 1994.
3. 《邏輯》，熊明輝，王文方著，滄海書局，2011。
4. 林正弘著，《邏輯》，三民書局出版，2002。
5. 台灣大學理則學教學委員會編著，《理則學新論》，正中書局，1995。
批判思考與非形式邏輯部分：
1. Johnson, Ralph H., and J. Anthony Blair. 1977. Logical self-defense. Toronto: McGraw-Hill Ryerson.
2. Walton, Douglas N. 1996. Argument Structure: A Pragmatic Theory. Toronto: University of Toronto Press.
---. 1996. Argument Schemes for Presumptive Reasoning. Mahwah, N. J.: Lawrence Erlbaum Associates.
3. Tversky A. & Kahneman D. (1974). Judgment under uncertainty: heuristics and biases--biases in judgments reveal some heuristics of thinking under uncertainty. Science, 185, 1124-1131.4. 徐金雲，2010，《亞里斯多德《修辭學》中的語用空缺》問題研究：一個當代非形式邏輯的考察》。
---. 2012，〈證明的責任與批判的責任 --- 視覺化的論證圖示與法律推理〉，第八屆東亞法哲學研討會會議論文集。
---. 2012，〈實踐推論語用教學法—以交通大學通識教學為例〉，《通識教育學刊》，2012六月號，頁85-112。
---. 2013，醫科大學的邏輯與批判性思考教學，高醫通識教育學刊，第八期，頁1-23。
---. 2014，回溯推論與批判性思考，高醫通識教育學刊，第九期，頁25-53。
This course is mainly composed of teachers' self-edited lectures. It is also recommended to refer to reading information.
The following are advanced reference readings:
Formal logic part:
1. H. Kahane, Logic and Philosophy: A modern Introduction, Univ. of Maryland, 1986.
2. I. Copi and C. Cohen, Introduction to Logic, Macmillan, 1994.
3. "Rules", written by Xiong Mingxiu, Wang Wenfang, Huahai Bookstore, 2011.
4. Written by Lin Zhenghong, "Rules", published by Sanmin Book Bureau, 2002.
5. Editorial by the Science Teaching Committee of Taiwan University, "New Discussion on the Science of the Theory", Zhengzhong Book Bureau, 1995.
Critical Thinking and Nonformal Logic Part:
1. Johnson, Ralph H., and J. Anthony Blair. 1977. Logical self-defense. Toronto: McGraw-Hill Ryerson.
2. Walton, Douglas N. 1996. Argument Structure: A Pragmatic Theory. Toronto: University of Toronto Press.
---. 1996. Argument Schemes for Presumptive Reasoning. Mahwah, N. J.: Lawrence Erlbaum Associates.
3. Tversky A. & Kahneman D. (1974). Judgment under uncertainty: heuristics and biases--biases in judgments reveal some heuristics of thinking under uncertainty. Science, 185, 1124-1131.4. Xu Jinyun, 2010, A question study on "A License of Language in Aristotle's Revision": An Investigation of Contemporary Nonformal Logic".
---. 2012, "Certified Responsibilities and Critical Responsibilities --- Visualized Certification Illustrated and Legal Reasoning>, Eighth East Asia Law Philosophy Seminar Conference.
---. 2012, "Practical Recommendation Teaching Methods - Taking General Teaching at the University of Communications as an Example", "General Education Journal", June 2012, Page 85-112.
---. 2013, Teaching of Logic and Critical Thinking at University of Medical Sciences, Journal of General Education of Advanced Medicine, Issue 8, Pages 1-23.
---. 2014, Back-retrospective and critical thinking, Journal of Higher Medical General Education, Issue 9, Pages 25-53.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Midterm exam |
30 | |
| 小組行動劇小組行動劇 Group of mobile dramas |
15 | |
| 小組分組討論小組分組討論 Group discussion |
15 | |
| 期末個人寫作期末個人寫作 End of personal writing |
30 | |
| 上課出席點名上課出席點名 Name of attendance for the previous class |
10 |
