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.
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 |
10 | |
| 小組影片討論與分享小組影片討論與分享 Group of video discussion and sharing |
5 | |
| 小組期末報告小組期末報告 Group final report |
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 |
