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Note:  There are several letters below for each of the classes I teach during the SPRING 2016 semester.  Please be sure to scroll down to the view the appropriate letter for your particular class section.

Note that your class will NOT appear in your list of CANVAS courses and be available in CANVAS at until the first day of the semester


Students that do not sign into the course and complete the instructions on the first day of class will be dropped from the class, per COC policy.




SECTION 21839  (6/6/2016 - 7/9/2016)

SECTION 21847 (7/11/2016 - 8/13/2016)


Logic is the art of making truth prevail." -- Le Bruyere , from .Characters

"Language is a form of human reason and has its reasons which are unknown to man" --
Claude Levi-Strauss

"The unexamined life is unworth living." -- Socrates, as recorded by Plato in his Apology

Professor: Dr. Andrew Jones-Cathcart

Office: On-line (Essentially, students will contact me through Canvas e-mail, discussions, and chat (if applicable). In addition, students may visit me during my office hours on the COC main campus. These will be posted at the start of the semester.)

E-mail: Please e-mail me within Canvas using the Inbox feature.
(If necessary, I can also be reached by email at 



Are you a good thinker? Are you certain that the reasons you have for believing what you do are good ones? How can you tell? What sets you apart from those whom you might see as “bad” or “irrational” thinkers?

Certainly, all of us have different opinions on a wide variety of subjects, whether they have to do with moral and political problems (e.g. reproductive rights, gay marriage, the justification to go to war), religious questions, (e.g. “Only Jesus saves,” “There is no God”), aesthetic concerns (e.g. “That haircut looks horrible on you!”, “ Picasso is a great painter”), and general issues in our culture (e.g. “The First Amendment protects my right to burn the flag during war time,” “No one should eat meat,” or “Buy Crest: it’s better!”). These opinions are not just conveyed through personal contact, but also through books, political pamphlets, advertisements, lobbying, telemarketing, e-mails, radio and television broadcasts, movies, and video games. But whose opinions should we believe and why? Is it the case that every person’s opinion is just as good as another’s? Or is there a way of differentiating between good and bad opinions? What, if anything, might help us figure out which opinions to accept and which to disregard? How do we avoid being taken advantage of in our everyday lives?

Generally, good critical thinking requires that our beliefs be adequately supported by good evidence. Another way of putting this is to say that we ought ideally to base our convictions on facts, not hearsay, arguments and not irrational conjecture or feeling.

This course aims to develop our critical thinking skills and help us understand what it means to be a rational being in an increasingly complex and confusing world. We will look at the different--and sometimes confusing ways--we use language to think, reason, and communicate. We will learn various techniques to read and analyze English language texts, e.g. newspapers, letters to the editor, court decisions, etc. In particular, we will become more adept at identifying and critically evaluating different types of arguments (both deductive and inductive) which are often used to influence our numerous beliefs about the world. In addition, we will spend a good deal of time studying examples of bad reasoning (formal and informal fallacies) so that we might not only become more efficient at spotting other people's bad reasoning, but also so that we can begin to recognize (and overcome) our own. We will also gain a general understanding of the different ways in which reasoning is used in different fields of study, such as law, politics, and the various sciences.


Bassham et al. Critical Thinking: A Student’s Introduction. 5th Ed. McGraw Hill, 2012. 

The 4th edition is also acceptable.

Other required texts will be assigned as handouts, webpages, etc.

Note: The Bassham text has a web-component which we will be using:  (This is actually the fourth edition site, which is openly accessible.)

Some homework assignments will be accessible through this website.


Apply critical thinking standards to distinguish good arguments from bad arguments, and better arguments from worse. This will involve being able to distinguish common fallacies (mistakes in reasoning) encountered in everyday life, and the ability to articulate the mistake.


Course Objectives:

  1. Measure the important role critical thinking plays in everyday decision making.
  2. Define basic logical concepts such as argument, validity, invalidity, deduction, induction, etc.
  3. Categorize language-related problems that commonly occur within arguments (e.g., ambiguity, vagueness, equivocation, inflammatory language, etc.).
  4. Recognize arguments in the media, newspapers, political speeches, and college course curriculum, and will be able to assess the acceptability of the premises, their relevance to the conclusion, and the extent to which they support that conclusion.
  5. Consider an argument encountered in everyday life, and will be able to construct a sustained argument or critical essay in response, using critical thinking standards.

Students will be expected to apply these critical thinking skills in their writing and to construct a thesis offering evidence in support of their thesis in various writing assignments in this course.






SECTIONS 21836 and 21838 (6/6/2016 - 7/9/2016)


SECTION 21846 (7/11/2016 - 8/13/2016)


Dr. Andrew Jones-Cathcart
College of the Canyons
Philosophy Department

Note: Although students should usually contact me through the Canvas e-mail contained within the course, should problems arise please contact me at 



"Men are born ignorant, not stupid. They are made stupid by education."
-Bertrand Russell

Course Description 

This course will introduce you to philosophical reasoning and the kinds of problems that have fascinated philosophers for well over 2500 years. These problems can be grasped most easily in the form of different questions which philosophers ask about the world and try to answer in a rational manner. Examples of these sorts of questions include:

  • What is the nature of reality? What makes something real? How can I know that what seems to me is not an illusion?
  • Do I have free will? Am I responsible for my decisions, or is my conduct predestined or programmed like a robot or a computer?
  • What is truth? How do I know that something is true? Is anything; ever absolutely true (or false), or is truth a social construction, i.e. something created by our social circumstances?
  • What is the relation between the mind and the body? Is there a "soul"? Does "soul" exist after the body perishes? How do I know that other minds or people exist?
  • Am I the same person I was ten years ago or the same person I will be ten years from now? What makes me a person (or a self) in the first place?
  • Is anything ever right or wrong absolutely? Is it ever right (or wrong)to judge other people's choices? What makes an action good or bad in a moral sense? Can we ever know that an action is morally good or bad?
  • What is the relation between religious faith and reason? Is there a god? Is it possible to prove that God exists? If an all powerful, all good God does exist, then why is there evil and suffering in the world?
  • Does life have a meaning, or is it a meaningless absurdity?


These questions have proved to be difficult to resolve to any satisfactory degree in other disciplines, such as the natural sciences, mathematics, and social sciences, which you may have studied already or will study in the future. Nevertheless, these are the sorts of questions which human begins have always asked out of a sense of philosophic wonder or curiosity, and as long as human beings exist, there will be a need to go on looking for answers to questions such as these.

Philosophy is the rational search for a resolution to these questions, and in this class we shall look at a number of philosophical readings which attempt to resolve some of them. In particular, we shall concentrate on three major areas of philosophy: epistemology (which asks what knowledge is and how we know anything at all), metaphysics (which asks about the nature of reality), and ethics (which asks about the nature of morality).

The readings will be drawn from a variety of contemporary as well as historical sources. Although the bulk of the readings are from the Western philosophical canon, whenever possible, we shall point out similarities and differences between Western and Eastern traditions. Thinkers and historical periods in philosophy typically explored in this course include: ancient philosophy (Socrates and Plato), mediaeval philosophy (Anselm and Thomas Aquinas), modern philosophy (Descartes, Locke, Berkeley, Hume, Paley, Holbach, Kant), late modern/nineteenth-century philosophy (Mill, Kierkegaard, and Nietzsche), and twentieth-century/contemporary philosophy (James, Stace, Russell, Taylor, Benedict, Rachels, Lamont, Moreland, Churchland, and Searle).

Required Texts

1. Robert Arp and Jamie Carlin Watson.  Philosophy Demystified.  McGraw-Hill, 2011.  978-0-07171766-3

2. Lavine, T.Z. From Socrates to Sartre. New York: Bantam Books, 1989. (ISBN = 0553251619)

Other readings will be accessible as online links.

Overall Student Learning Outcome

Evaluate (using rational argument) competing philosophical views in order to synthesize and justify their own philosophical viewpoints in relation to the philosophical questions that are being investigated.





SUMMER 2016, 6/13 – 8/6


Professor:  Dr. Andrew Jones-Cathcart
Office: On-line
(Essentially, students will contact me through Blackboard e-mail and discussions.
E-mail: Please e-mail me within the course via Blackboard mail. (If necessary, I can also be reached by e-mail at

Course Description

This course introduces students to the study of comparative religion, which is an attempt to analyze, compare and contrast the key themes and ideas found in the religious traditions of different cultures, historical periods, and ethnic groups. Examples of these traditions include Judaism, Christianity, Islam, Hinduism, Jainism, Buddhism, Sikhism, Taoism, Confucianism, Zen, Shinto, Zoroastrianism, and the native traditions of Africa, Australasia, and the Americas. In addition to exploring the religious beliefs of these traditions, we will also study the philosophical implications and assumptions found within them. Questions addressed in this course typically include:

·         What is religion? How does religion differ from other concepts and practices such as science, philosophy, and culture?

·         How does myth function within religion? How does myth differ from logos?

·         What is sacred space? How does it differ from profane space?

·         How do life circumstances, such as historical setting, economics, language, and culture, shape--and, in turn, get shaped by--religious practices and beliefs?

·         What is religious experience? How do religious experiences differ from non-religious ones? How, if at all, is it possible to know whether one's religious experiences are "true"?

·         What evidence might be used to support belief in the divine? What evidence might be used to weaken such beliefs? What are miracles? Is there any good evidence for or against the existence of miracles?

·         What are the many ways in which the divine can be understood? To be religious, must one believe in only one god? Must one believe in any god at all? Must there be only one "right" path to god? Or can the divine be approached equally well through a diverse number of faiths?

·         What is the relation between morality and the divine? Can one be moral without god?

·         How do the various religions of the world--including so-called bygone religions that are no longer practiced--compare and contrast with one another? What beliefs and practices overlap in different religious traditions? What differences exist among different religious traditions? How does each tradition understand the natural world and human nature? How does each define concepts such as "soul," self, the afterlife, the divine, morality, and so on?

·         What are the main scriptural and historical sources for the religions of the world, e.g. the Koran, the Bible, the Vedas, etc.?

·         How does the presence of evil in the world affect our perspectives on the divine? Would an all-good, all-powerful god allow evil to exist? Why or why not? (The problem of evil)

·         If god exists, can humans still have free will? Or would the existence of such a being make free choice an impossibility? (The problem of free will)

·         Given the sheer diversity of religious beliefs and practices in the contemporary world, does enough common ground among these traditions exist to allow humans to live in peace with one another, respecting a shared sense of moral values, including a respect for the sacredness of life? Or does religion by its nature lead to inevitable conflict and violence? Is tolerance in a religiously pluralistic world possible or even desirable?

Student Learning Objectives

At the conclusion of this course, students should be able to

1. Explain the origin, practices, worldview, and goals of each religion studied;

2. Compare and contrast the different religions studied with regard to historical development, view of God or the Divine, and how each religion's view of what is ultimate about reality informs its teachings, doctrines, and practices; and

3. Analyze and assess differing religious viewpoints in relation to how well they address the underlying religious-philosophical problems of reality, self, knowledge, religious experience, ethics, and death.

Required Texts 

Molloy, Michael. Experiencing the World's Religions. 6th ed. McGraw-Hill, 2012.