Search results for 'Teaching Logic' (try it on Scholar)

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  1.  93
    John Corcoran, LOGIC TEACHING IN THE 21ST CENTURY.
    We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit (...)
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  2.  73
    Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.
    Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.
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  3.  13
    Don S. Levi (1998). Teaching Logic. Teaching Philosophy 21 (3):237-256.
    This paper presents three lessons designed to alert students to the setting in which they are learning and the ways in which this setting provides the context for a discourse which is different than everyday discourse. In the first lesson, students examine empirical studies that illustrate how being in a classroom significantly changes how one reasons about even the most basic logical relationships. In the second lesson, Levi critiques an imaginative way of teaching logic that, while appearing to (...)
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  4.  4
    P. T. Geach (1979). On Teaching Logic: P. T. Geach. Philosophy 54 (207):5-17.
    In medieval writers an important distinction was drawn between two applications of the term ‘ logica ’: there was logica utens , the practice of thinking logically about this or that subject-matter, and there was logica docens , the construction of logical theory. Of course the English word ‘logic’ and its derivative ‘logical’ have a corresponding twofold meaning, and we ignore the distinction at the risk of serious confusion. ‘Logical thought’ may mean thinking that is being commended as orderly, (...)
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  5. B. Othanel Smith & Milton Otto Meux (1970). A Study of the Logic of Teaching.
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  6.  6
    Katarzyna Paprzycka (2004). Teaching Logic as a Foreign Language On-Line. Teaching Philosophy 27 (2):117-125.
    Similar to learning the grammatical structures of a foreign language, one problem that students face in learning logic is that many of the operations and concepts they need to learn require more practice to fully master. To solve this problem, the author proposes the use of “repetitive exercises”, exercises that aim to develop a familiarity with a concept or operation through repeatedly focusing on that concept or operation. According to the author, the best method for implementing these exercises is (...)
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  7.  11
    Seth C. Vannatta (2014). Teaching to the Test: A Pragmatic Approach to Teaching Logic. Education and Culture 30 (1):39-56.
    Like many philosophy instructors throughout the academy, one of my primary services to the university is teaching 100-level logic, a required course for all undergraduate students. In many ways I relish the responsibility and consider teaching the course one of my more valuable roles at the university. Furthermore, that the university requires logic makes me hopeful that higher education still values the cultivation of critical thinking, which should be a primary function of a logic class. (...)
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  8. Peter Milne, Notes on Teaching Logic.
    hese notes don’t reach any conclusions. Their purpose is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion. That indeed was their origin: they are descended from an internal discussion document prepared a few years ago when the then Department of Philosophy (...)
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  9.  6
    Robert Hugh Ennis (1969). Logic in Teaching. Englewood Cliffs, N.J.,Prentice-Hall.
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  10.  3
    Hans van Ditmarsch & Mara Manzano (2007). Editorial ‘Tools for Teaching Logic’. Logic Journal of the Igpl 15 (4):289-292.
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  11.  11
    Donald R. Gregory (1982). Teaching Logic in Introduction to Philosophy. Teaching Philosophy 5 (1):23-29.
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  12.  1
    Antonia Huertas (2007). Teaching and Learning Logic in a Virtual Learning Environment. Logic Journal of the Igpl 15 (4):321-331.
    Teaching and learning in a virtual learning environment poses some difficulties, but also challenges and opportunities to rethink the whole learning process, particularly in abstract subjects like logic or high level mathematics. On the other hand, resources and ways to work, now available in VLEs, might soon extend to all kinds of environments. In this paper, we will present experiences at the Open University of Catalonia , a particular VLE, concerning the whole process of teaching logic (...)
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  13. Ivan Little (1977). Teaching Logic: A New Way Of Checking The Validity Of Truth Functional Arguments. Southwest Philosophical Studies.
     
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  14.  11
    Sam Hillier (2014). Teaching Practical Logic. Teaching Philosophy 37 (1):19-36.
    I share my experiences teaching Practical Logic with a focus on good reasoning as eliminating alternative conclusions. This unites the various topics traditionally taught in such courses in a way that I have found to be extremely effective.
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  15.  17
    P. T. Geach (1979). On Teaching Logic. Philosophy 54 (207):5 - 17.
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  16.  7
    Conal Boyce (2014). Using Logic to Define the Aufbau–Hund–Pauli Relation: A Guide to Teaching Orbitals as a Single, Natural, Unfragmented Rule-Set. [REVIEW] Foundations of Chemistry 16 (2):93-106.
    The general chemistry curriculum includes a prelude that consumes nearly all of the first semester and occupies the first third of the typical textbook. This necessary prelude to the main event is comparable in scope to precalculus though not broken out as a formal ‘prechemistry’ course. Atomic orbitals account for much of this prelude-to-chemistry. By tradition, orbital theory is conveyed to the student in three disjunct pieces, presented in the following illogical order: the Pauli principle, the Aufbau principle, and Hund’s (...)
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  17.  10
    Chris Peers (2011). Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning. Educational Philosophy and Theory 44 (7):760-774.
    This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between (...)
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  18.  18
    Marvin J. Croy (2010). Teaching the Practical Relevance of Propositional Logic. Teaching Philosophy 33 (3):253-270.
    This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general (...)
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  19.  6
    Katarzyna Paprzycka (2004). Using Short Animated Presentations (SAPs) in Teaching Elementary Logic. Teaching Philosophy 27 (4):325-336.
    This paper describes existing and potential short animated presentations that may be helpful in introductory logic courses , e.g. the progression of a proof, the distinction between inference and replacement rules, propositional variables, the use of truth tables, etc. The author offers reasons why animated presentations of various concepts and derivation rules ought to be short and simple rather than long and complex, provides an overview of some of the technical limitations associated with such presentations, and discusses the prospects (...)
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  20.  12
    Richard Tieszen (1992). Teaching Formal Logic as Logic Programming in Philosophy Departments. Teaching Philosophy 15 (4):337-347.
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  21.  3
    Jan Sobocan (2003). Teaching Informal Logic and Critical Thinking. Informal Logic 25.
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  22.  17
    Meghan Sullivan (2012). Teaching & Learning Guide For: Problems with Temporary Existence in Tense Logic. Philosophy Compass 7 (4):290-292.
    This guide accompanies the following article: Meghan Sullivan, ‘Problems with Temporary Existence in Tense Logic’. Philosophy Compass 7/1 : 43–57. doi: 10.1111/j.1747‐9991.2011.00457.xAuthor’s IntroductionOver the past century, there has been considerable debate over whether and how anything changes with respect to existence. Most A‐theorists of time think things come to exist or cease to exist. B‐theorists of time think objects do not change with respect to existence. In my Compass article, I outline a serious difficulty that A‐theorists face in trying (...)
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  23.  6
    L. B. Daniels (1971). Ordinary Logic and Logic in Teaching. Educational Theory 21 (3):352-361.
    Review Article Review of Robert H. Ennis, Ordinary Logic.
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  24.  14
    Anders Kraal (2011). Teaching & Learning Guide For: Logic and Divine Simplicity. Philosophy Compass 6 (8):572-574.
    This guide accompanies the following article: ‘Logic and Divine Simplicity’. Philosophy Compass 6/4 : pp. 282–294, doi: Author’s IntroductionFirst‐order formalizations of classical theistic doctrines are increasingly used in contemporary work in philosophy of religion and philosophical theology, as a means for clarifying the conceptual structure of the doctrines and their role in inferential procedures. But there are a variety of different ways in which such doctrines have been formalized, each representing the doctrines as having different conceptual structures. Moreover, the (...)
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  25.  2
    David Weinberger & John O'Connor (1982). Informal Logic Newsletter 4: 2, May 1982, J. Blair and Ralph Johnson, Eds., Depart-Ment of Philosophy, University of Wind-Sor, Windsor, Ontario, Canada N9B 3P4." Teaching Critical Thinking in The. [REVIEW] Informal Logic 4 (2).
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  26.  2
    Douglas Walton (2000). Problems and Useful Techniques: My Experiences in Teaching Courses in Argumentation, Informal Logic and Critical Thinking. Informal Logic 20 (2).
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  27. Ann M. Singleterry (1967). Review: Patrick Suppes, Mathematical Logic for the Schools; Patrick Suppes, Frederick Binford, Experimental Teaching of Mathematical Logic in the Elementary School. [REVIEW] Journal of Symbolic Logic 32 (3):422-422.
     
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  28. William Maker (1984). Teaching Informal Logic as an Emancipatory Activity. Informal Logic 5 (1).
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  29. R. Suszko, K. Szaniawski, M. Przelecki, J. Wroblewski, J. Gregorowicz & A. Grzegorczyk (1962). Are There Again Doubts About the Teaching of Logic. Journal of Symbolic Logic 27 (2):223-224.
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  30.  12
    Evelyn Brister (2015). Teaching the Logic of Science. Metascience 24 (3):511-514.
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  31. W. Kistner (1988). A Note on Formal Logic in Teaching Critical Thinking. South African Journal of Philosophy-Suid-Afrikaanse Tydskrif Vir Wysbegeerte 7 (2):123-125.
     
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  32. F. C. S. Schiller (1913). The Social Value of Logic Teaching. Hibbert Journal 12:192.
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  33. Gerard Smith (1937). Problem: The Teaching of Logic. Proceedings and Addresses of the American Philosophical Association 13:171.
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  34.  2
    Myles Rearden (1982). On Teaching Students Logic. Philosophy 57 (219):130 - 132.
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  35.  3
    Katherine H. Tachau (2006). Logic's God and the Natural Order in Late Medieval Oxford: The Teaching of Robert Holcot. Annals of Science 53 (3):235-267.
    Recent students of late medieval intellectual history have treated Oxford theologians' Sentences lectures from the 1320s to 1330s as revealing the interface of the theological, logical, and scientific thinking characteristic of a historically momentous ‘New English Theology’. Its conceptual achievement, historians generally concur, was the casting off of the speculative metaphysics of such thirteenth-century authors as Robert Grosseteste and Roger Bacon; its methodological novelty made it akin to twentieth-century analytic philosophy and seminal for the early Scientific Revolution. Yet the metaphysically (...)
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  36.  11
    Ludwik Borkowski & Jerzy Słupecki (1958). A Logical System Based on Rules and its Application in Teaching Mathematical Logic. Studia Logica 7 (1):71 - 113.
  37.  4
    B. Othanel Smith (1957). Logic, Thinking, and Teaching. Educational Theory 7 (4):225-233.
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  38.  4
    Milton L. Bierman (1976). A Pilot Study in the Teaching of Logic Research Conclusions. Metaphilosophy 7 (1):34–39.
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  39.  1
    Peter Øhrstrøm, Ulrik Sandborg-Petersen, Steinar Thorvaldsen & Thomas Ploug, Classical Syllogisms in Logic Teaching.
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  40. Christoph Landerer (2009). The Teaching of Logic and Psychology at Austrian High Schools: Zimmermann, Lindner and the Consequences. Filosoficky Casopis 57 (4):555-575.
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  41. Arthur Stinner (1992). Science Textbooks and Science Teaching: From Logic to Evidence. Science Education 76 (1):1-16.
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  42. Joanna Swann (1999). The Logic-of-Learning Approach to Teaching: A Testable Theory. In Joanna Swann & John Pratt (eds.), Improving Education: Realist Approaches to Method and Research. Cassell 109--120.
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  43. W. E. Tanner (1913). The Social Value of Logic Teaching. Hibbert Journal 12:426.
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  44.  26
    Jason Decker (2010). On Keeping Logic in the Major. Teaching Philosophy 33 (2):133-142.
    A course in symbolic logic belongs as a requirement in the undergraduate philosophy major. In this paper, which started life as a letter to my departmental colleagues, I consider and respond to several reasons one might have for excluding Logic from the core requirements. I then give several arguments in favor of keeping Logic. The central—and most important—argument is that the lack of a proper background in logic makes it very difficult to approach many relatively straightforward (...)
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  45.  28
    John Corcoran (1998). INFORMATION-THEORETIC LOGIC. In C. Martínez U. Rivas & L. Villegas-Forero (eds.), Truth in Perspective edited by C. Martínez, U. Rivas, L. Villegas-Forero, Ashgate Publishing Limited, Aldershot, England (1998) 113-135. ASHGATE 113-135.
    Information-theoretic approaches to formal logic analyse the "common intuitive" concept of propositional implication (or argumental validity) in terms of information content of propositions and sets of propositions: one given proposition implies a second if the former contains all of the information contained by the latter; an argument is valid if the conclusion contains no information beyond that of the premise-set. This paper locates information-theoretic approaches historically, philosophically and pragmatically. Advantages and disadvantages are identified by examining such approaches in themselves (...)
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  46.  10
    John Corcoran (2007). Logically Equivalent False Universal Propositions with Different Counterexample Sets. Bulletin of Symbolic Logic 11:554-5.
    This paper corrects a mistake I saw students make but I have yet to see in print. The mistake is thinking that logically equivalent propositions have the same counterexamples—always. Of course, it is often the case that logically equivalent propositions have the same counterexamples: “every number that is prime is odd” has the same counterexamples as “every number that is not odd is not prime”. The set of numbers satisfying “prime but not odd” is the same as the set of (...)
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  47.  30
    John Corcoran & Stanley Ziewacz (1979). Identity Logics. Notre Dame Journal of Formal Logic 20 (4):777-784.
    In this paper we prove the completeness of three logical systems I LI, IL2 and IL3. IL1 deals solely with identities {a = b), and its deductions are the direct deductions constructed with the three traditional rules: (T) from a = b and b = c infer a = c, (S) from a = b infer b = a and (A) infer a = a(from anything). IL2 deals solely with identities and inidentities {a ± b) and its deductions include both (...)
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  48.  7
    Brian Macpherson (2016). Overcoming Instructor‐Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic. Metaphilosophy 47 (1):122-146.
    Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol-manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their (...)
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  49.  11
    Antonino Vaccaro & Alejo José G. Sison (2011). Transparency in Business: The Perspective of Catholic Social Teaching and the “Caritas in Veritate”. [REVIEW] Journal of Business Ethics 100 (S1):17-27.
    Transparency in business and society is one of the challenges raised in the encyclical Caritas in Veritate by Benedict XVI. This paper focuses on the issue by extending the literature on business ethics, corporate social responsibility, and corporate transparency in two dimensions. First, it reviews the understanding and framing of the transparency issue in Caritas in Veritate and in a selection of relevant Catholic Social Teaching (CST) publications. Second, this paper provides normative indications for corporate transparency decisions which reflect (...)
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  50.  14
    Guglielmo Faldetta (2011). The Logic of Gift and Gratuitousness in Business Relationships. Journal of Business Ethics 100 (S1):67-77.
    The logic of gift and gratuitousness in business activity raised by the encyclical Caritas in Veritate stresses a deeper critical evaluation of the category of relation. The logic of gift in business includes two aspects. The first is considering the logic of gift as a new conceptual lens in order to view business relationship beyond contractual logic. In this view, it is crucial to see the circulation of goods as instrumental for the development of relationships. The (...)
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