SCHOOL OF MANAGEMENT

CRITICAL THINKING

BBA/GGN/2019-2022/SML-BBA-CC-001

Academic Year- 2019-2020

Semester - I

Course - Core

Credits - 2

L-T-P - 2-0-0

Course Aim
Critical Thinking is the process by which we develop and support our opinions and beliefs, and
evaluate the strength of arguments we encounter in real-life situations – through readings, media,
politics or our encounters with others. Thinking Critically sharpens the ability to analyze and
promotes better Problem-solving and Decision-making skills.

Introduction to Tutors:

Tutor: Dr. Radhika Madan

Cabin N: 60 - II Floor
Office Phone: 0124-2775642
Email- [email protected]

1. INTRODUCTION TO THE COURSE

Please read this document carefully. It will provide you a sense of the course’s content and our
expectations, and the preparations required by the learners.

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1.1 Course Description

This course is premised on IILM‘s commitment to provide students with a broad-based exposure
to knowledge across multiple disciplines before they begin their chosen areas of specialization.
Given global trends in advanced technologies which are rapidly disrupting existing definitions of
‗work‘, the jobs of tomorrow and the businesses of the future may pose unfamiliar problems for
which solutions of today, will fall short. Critical Thinking, exposes students to ‗ways of
knowing‘ and ‗thinking about thinking‘ so that they may learn to analyze problems, balance
multiple priorities and succeed personally and professionally. The course is aimed at the broadest
level to engage students from across disciplines.

This course introduces innovation at several levels—in content, pedagogy and modes of
assessment. Students will understand and analyze some of the central skills required for Critical
Thinking – Observation, Cognition, Reasoning, Perception, Logic and ethical decision-making.
They will also be introduced to how different disciplines follow diverse methodologies.

1.2 Learning Outcomes

The course strives to:

• Use analysis to appraise information and influences.

• Encourage Students to reflect on personal belief systems and perceptions

• Work in groups to engage with a socially relevant ‗problem‘ and offer solutions

• Discuss different disciplines and sensitize students to how knowledge is produced

• Highlight how methods of inquiry shape different disciplines within the Social Sciences,
Natural Sciences or Mathematics.

In short, this course will demonstrate how Multidisciplinary approaches are key to Problem-
solving and making balanced choices both in the personal and professional spheres.

1.3 Class Preparation

We as a University believe that (a) peer learning has a very important role to play in determining
learning outcomes and (b) learning can happen best in the form of discussion/dialogue. Hence
preparing well for the class is critical.

The course outline details on the session plan and readings for each session in the following
sections. You are expected to go through the relevant materials/pre-readings provided in the
course pack before you reach the class room. Similarly, for sessions identified for group
discussion of the case must precede discussion of the same in the class room. Adequate
preparation at an individual/group level will determine the quality of discussion we have and
your learning from each session. Read the articles and readings mentioned in the course manual.

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Refer to the web resources and links that have been shared alongside the sessions. This module
has number of activities as well as readings to be done in the class which also includes group
task. The readings and activities will be a mix of individual as well as group tasks. Hence, high
level of team membership is required in this module.

You will be required to reach the class room at least 5 minutes before the scheduled start of
the session. Each session would have discussion or an activity based on the concept.

Please Note: Attendance for each session is compulsory. As per the attendance policy, you
will be required to maintain a minimum of 75%. (This is a 23 session, 2 credit course).

1.4 Review Sessions

To reinforce the learning, review sessions for the course will be held along with class tests.

1.5 Course Policies

It is important that we all are on the same page, with respect to in-class behavior so as to ensure a
healthy class environment.

 The use of laptops or tablets is allowed only if required or permitted by the instructor.
 The use of mobile phones is prohibited.
 Attendance is mandatory. Only absences that fall in the excused absence categories as
approved by the Dean Academics will be considered.
 Reporting late to the class is strictly not allowed. Do not seek for permission to attend the
session if you are late to the class.
 Do inform the Course tutor about any exigency if any, as early as possible

2. COURSE OVERVIEW
2.1 Session Plan

Session Topic Lecture /

Tutorial /
Practical (L/T/P)
1 Introduction - Mapping the Terrain L
Why should we care about Critical Thinking ?
2–3 Traits of Critical Thinking : Cognition L
Curiosity: How? When? Where? Source?
Understand , Comprehend, Learn, Remember, Think
4 Cognition and Metacognition L
5-6 Critical Thinking and the World of Emotions : EQ and L
Emotional Self-Regulation
Self Awareness ; Non-Verbal Communication &
Understanding Emotional Self-regulation
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 7–8 Critical Thinking, Reasoning and Deductive Logic L
9 Class Test L
10 Conscious and Unconscious Bias L
11 – 12 Critiquing the Self 1: ―How do I think?” L
Belief Systems, Assumptions & Bias
13 Class Test L
14 – 15 Reasoning and Logic : Mathematical perspectives L
16 Reason & Design L
17 – 18 Critiquing the Self 2: ―How do I think?” L
Managing multiple realities: gender, sexuality, culture,
politics and religion
19 – 20 Behavioral Ethics Decision making: L
Moral Dilemmas;
Why is Critical Thinking important to understand Values
21, 22 - Final Presentations and Viva
23

2.2 Course Readings

Essential Reading:
 Thinking Fast and Slow by Daniel Kahneman (e-book)

 Critical Thinking: A Beginner‘s Guide to Critical Thinking, Better Decision Making, and Problem
Solving by Jennifer Wilson Paperback: 116 pages; Publisher: Createspace Independent Publishing
Platform (9 February 2017)

Websites
 http://www.openuniversity.edu/sites/www.openuniversity.edu/files/brochures/Critical-thinking-
Open-University.pdf
 https://students.mq.edu.au/public/download.jsp?id=202478

2.3 Session Plans

Session 1: Introduction - Mapping the Terrain. Why should we care about Critical
Thinking?
The session would introduce the concept of critical thinking and discuss its importance in
personal and professional life. Through a series of examples the session will explain how people
use critical thinking in everyday situations and decision making and how to transfer these skills
to professional life.

Learning Outcome:
 To understand what is critical thinking
 To learn the importance of critical thinking and how it can help academically, personally

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 and professionally

Essential Reading:
 http://www.openuniversity.edu/sites/www.openuniversity.edu/files/brochures/Critical-
thinking-Open-University.pdf
 Video- https://ed.ted.com/lessons/5-tips-to-improve-your-critical-thinking-samantha-
agoos

Session 2 & 3: Traits of Critical Thinking: Cognition; Curiosity: How? When? Where?
Source? Understand, Comprehend, Learn, Remember, Think
This session would introduce the topic on memory, recall, optical illusion and interpretation.
Through examples and images, students will be expected to think out of the box and comprehend
their thoughts using curiosity and cognition.

Learning Outcome:
 To understand the relationship between thinking and curiosity
 To learn the importance of memory, recall and interpretation

Essential Reading:
 Kallet, M. (2017). Critical Thinking: A Beginner’s Guide to Critical Thinking, Better
Decision Making, and Problem Solving. Createspace Independent Publishing Platform
(Chapter 2 & 3)
 Bowell, T., & Kemp, G. (2005). Critical thinking: A concise guide. Routledge. (Chapter
1)

Session 4: Cognition and Metacognition

This session will introduce the students with the concept of self awareness, cognition and
metacognition. Students will also be taken through the importance of critical thinking and
communication. How critical thinking impact our verbal and non verbal communication.

Learning Objective:
 To understand the difference between cognition and metacognition
 To understand the role of critical thinking in communication
 To understand the difference between fact and opinion

Essential Reading:
 Inch, E. S. (1989). Critical Thinking and Communication: The Use of Reason in
Argument, 6/e. Pearson Education India. (Chapter 1)
 https://www.emeraldinsight.com/doi/abs/10.1108/01437731111112971

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Session 5 & 6: Critical Thinking and the World of Emotions: EQ and Emotional Self-
Regulation Self Awareness; Non-Verbal Communication & Understanding Emotional Self-
regulation

This session will introduce the concepts of emotional quotient and emotional regulation through
real life examples. Students will be taken through the difference between emotional quotient and
intellectual quotient. Students were also introduced to the concept of Logical Fallacy.

Learning Objective:
 To understand the difference between emotional quotient and intellectual quotient
 To learn the relevance of Logical Fallacy

Essential Reading:
 https://onlinelibrary.wiley.com/doi/abs/10.1002/hrm.3930320205

Session 7 & 8: Critical Thinking, Reasoning and Deductive Logic

This session will take the students into a deeper analysis of reasoning. Students were made to
understand the meaning and relevance of Inference and how it impacts our perception. This
session will have the students look at images and infer the mood / feelings associated with the
image.

Learning Objective:
 To assist students identify the difference between Sound Arguments and Weak
Arguments
 To make the students understand the importance to distinguish between the validity of an
argument and the question of whether it is ―True‖ or not.

Essential Reading:
 Levy, D. A., & Press, W. (1997). Tools of critical thinking: Metathoughts for
psychology. Needham Heights.
 Hartman, H. J. (Ed.). (2001). Metacognition in learning and instruction: Theory,
research and practice (Vol. 19). Springer Science & Business Media. (Chapter 2, 3,
5)

Session 9: Class Test

This session will assess the students on the first six sessions in order to test their knowledge of
Critical Thinking, concepts like cognition, argument, metacognition, self awareness, non verbal
communication, facts, opinions, logical fallacy and deductive logic.

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Session 10: Conscious and Unconscious Bias

This week students will be introduced to the concept of Diversity, Difference and Unconscious
Bias. The concept of cognition and culture of self will be discussed.

Learning Objective:
 To understand the impact of cognition on our value system, our hierarchy of values and
our mental baggage
 To understand the differences the feelings attached to prejudices and discrimination

Session 11 & 12: Critiquing the Self 1: “How do I think?” Belief Systems, Assumptions &
Bias

This week we will cover the topic on Belief Systems, Assumptions and Bias. Students will be
given an awakening on the caste system which still prevails in India. Gender Bias will be
discussed with examples and videos.

Learning Objective:
 To make the students think about the biases they come across in their day to day life
 To make the students understand the deep rooted caste systems which impacts us even
today

Essential Reading:
 Kallet, M. (2017). Critical Thinking: A Beginner’s Guide to Critical Thinking, Better
Decision Making, and Problem Solving. Createspace Independent Publishing Platform
(Chapter 20)

Session 13: Class Test

This session will assess the students on the topic of Inferences

Session 14 & 15: Reasoning and Logic: Mathematical perspectives

This session will focus on Critical Thinking in Math. Students will be made to understand the
fun side of Math and how it is an integral part of our lives. Students will be taken through real
life examples to establish a relationship between Critical Thinking and Math.

Learning Objective:
 To make students understand the relationship between Critical Thinking and Math
 To help students think logically while solving a numerical problem

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Session 16: Reason & Design

This week the session introduced the students to the concept of Critical Thinking in Design.
Students will be introduced to the topic of Cobra Effect and the Six Steps of Critical Thinking.
Students will be taken through the concept of Design Thinking.

Learning Objective:
 To interpret different designs in real life using Critical Thinking
 To understand creative thinking as an integral part of Design Thinking

Session 17 & 18: Critiquing the Self 2: “How do I think?” Managing multiple realities:
gender, sexuality, culture, politics and religion

This week students will be taken through the concept of Belief and Faith using taking examples
from real life situations. Students will be asked to think of the role of reason in belief and faith.

Learning Objective:
 To understand the difference between Belief and Faith
 To understand the role of Rationality to build our belief system

Session 19 & 20: Behavioral Ethics Decision making: Moral Dilemmas; Why is Critical
Thinking important to understand Values

This week students will be taken through the concept of Ethics and how its impacts our
decisions. Students will go through the steps or stages of Ethical Decision Making process. The
Utilitarian Approach, Rights Approach, Virtue Approach and Common Good Approach will be
discussed.

Learning Objective:
 To understand Ethical Decision Making
 To deal with unethical situations in day to day situations

Essential Reading:
 Inch, E. S. (1989). Critical Thinking and Communication: The Use of Reason in
Argument, 6/e. Pearson Education India. (Chapter 3)

Session 21, 22 & 23: Group Presentation, Viva & Project submission

Students will have to present their group project on the chosen topic.

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3. ASSESSMENT PLAN:
3.1 Details of Assessment:

Component 1: Class Test: (10 marks) This component will be of 10 marks and students will be
assessed on topics covered in the first six classes through a multiple choice test.

Component 2: Class Test: (10 marks) This component will be of 10 marks and students will be
assessed on topics covered on Inferences through a multiple choice test.

Component 3: Project: (30 marks) Students will be divided into groups to pursue a project
which will involve applying the skills that they would have learnt through various concepts
covered in this course on Critical Thinking.

Project description – Each group will research their environment within 5 miles of IILM U
campus and identify a ‗problem‘. This maybe related to a public convenience, a student need,
safety, infrastructure, pollution, road or building maintenance, transportation /metro, visibility
access or any other. Students will then be expected to research the WHAT / HOW/ WHY of each
situation, they will be expected to brainstorm and analyze what maybe the histories of the
problem and finally they will be expected to come up with realistic suggestions where they
themselves begin some process of ‗Problem – Solving‘

The outcome of this project is expected to teach students the hands – on importance of a course
like Critical Thinking which is not just content – based, but it strives to teach a skill that students
can absorb, imbibe and make their own to be used both professionally and personally.

Students will be assigned groups by the Professor. Evaluation will be both for the group and for
the individual members. Switching groups not permitted. The project will be of 30 marks.

Assessment for the project: Each group will create a large poster explaining the problem,
complexity of the project and the action that the group has taken to solve the issue. There will be
a poster exhibition on campus. Group evaluation will be on the basis of this poster.

The rubric for written assessments is as given below:

Marks 0%-50% 50-75% 75%-100%

Written Tests: No submission or blank Applies relevant Applies relevant

Class Tests answer sheets (0%) or fails to knowledge but unable concepts without few
apply relevant knowledge and to analyze and or no mistakes.

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 concepts to the problem. interpret

3.2 Assessment Map

Written/Oral Group/ Assessment component with PLGs Assessed

Individual weightage
Written Individual Class Test (20%) L2, L3
Written Individual Class Test (20%) L2, L3
Oral Individual & End Term (Group Project) (60%) L2, L3 & L6
Group

3.3 Teaching Map

This table shows main delivery methods which are used across Course and its stages:

Methods of Delivery

Course T1 T2 T3 T4 T5 T6

Critical
* * * *
Thinking

T1: Lectures T2: Seminar/ Tutorials

T3: Projects & Presentations T4: Case Discussion

T5: Guest Lectures/ Industrial Visits T6: Lab Session

3.4 Curriculum Mapping (Curriculum and Assessments mapped to PLGs)

Course Name: L1 L2 L3 L4 L5 L6 L7
Critical
Thinking
Covered * * * *
Taught * * *
Assessed * * *

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3.5 PLGs Mapped:

L1 - An understanding of organizations and management techniques to allow investigation into

business and management issues.
L2 - An ability to acquire, analyze and understand data and information for managerial decisions.
L3 - Critical thinking and informed judgments leading to problem solving, decision-making and
negotiating skills.
L4 - Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
business environment.
L5 - An understanding of disruptive and technological change and the ability to seek innovative
and entrepreneurial solutions.
L6 - Emotional intelligence and people‘s skills in communicating, working in teams and with
people.
L7 - Being cognizant of the impact of individual and corporate actions on society, recognizing
responsible and inclusive business practices and sensitivity to the social, economic and
environmental responsibilities of business.

4. Course Reading Grid

S. No. Title Shared/ isolated

1. Main Text Isolated

 Kallet, M. (2017). Critical Thinking: A Beginner’s

Guide to Critical Thinking, Better Decision Making,
and Problem Solving. Createspace Independent
Publishing Platform (Chapter 2 & 3)
 Bowell, T., & Kemp, G. (2005). Critical thinking: A
concise guide. Routledge. (Chapter 1)
 Inch, E. S. (1989). Critical Thinking and
Communication: The Use of Reason in Argument, 6/e.
Pearson Education India. (Chapter 1)
 Levy, D. A., & Press, W. (1997). Tools of critical
thinking: Metathoughts for psychology. Needham
Heights.
 Hartman, H. J. (Ed.). (2001). Metacognition in
learning and instruction: Theory, research and
practice (Vol. 19). Springer Science & Business
Media. (Chapter 2, 3, 5)
 Inch, E. S. (1989). Critical Thinking and
Communication: The Use of Reason in Argument, 6/e.
Pearson Education India. (Chapter 3)

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2. Desired Readings Isolated

 http://www.openuniversity.edu/sites/www.openunivers
ity.edu/files/brochures/Critical-thinking-Open-
University.pdf
 https://onlinelibrary.wiley.com/doi/abs/10.1002/hrm.3
930320205

4. Video Links Isolated

 https://ed.ted.com/lessons/5-tips-to-improve-your-
critical-thinking-samantha-agoos

End of Document

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