Search results for 'teaching logic' (try it on Scholar)

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  1. Sam Butchart, Toby Handfield & Greg Restall (2009). Teaching Philosophy, Logic and Critical Thinking Using Peer Instruction. Teaching Philosophy (1):1-40.score: 186.0
    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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  2. Seth C. Vannatta (2014). Teaching to the Test: A Pragmatic Approach to Teaching Logic. Education and Culture 30 (1):39-56.score: 174.0
    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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  3. Peter Milne, Notes on Teaching Logic.score: 174.0
    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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  4. Robert Hugh Ennis (1969). Logic in Teaching. Englewood Cliffs, N.J.,Prentice-Hall.score: 168.0
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  5. Don S. Levi (1998). Teaching Logic. Teaching Philosophy 21 (3):237-256.score: 156.0
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  6. Katarzyna Paprzycka (2004). Teaching Logic as a Foreign Language On-Line. Teaching Philosophy 27 (2):117-125.score: 156.0
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  7. Donald R. Gregory (1982). Teaching Logic in Introduction to Philosophy. Teaching Philosophy 5 (1):23-29.score: 156.0
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  8. P. T. Geach (1979). On Teaching Logic. Philosophy 54 (207):5 - 17.score: 150.0
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  9. 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.score: 144.0
    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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  10. Chris Peers (2011). Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning. Educational Philosophy and Theory 44 (7):760-774.score: 138.0
    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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  11. Marvin J. Croy (2010). Teaching the Practical Relevance of Propositional Logic. Teaching Philosophy 33 (3):253-270.score: 132.0
    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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  12. Sam Hillier (2014). Teaching Practical Logic. Teaching Philosophy 37 (1):19-36.score: 126.0
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  13. Richard Tieszen (1992). Teaching Formal Logic as Logic Programming in Philosophy Departments. Teaching Philosophy 15 (4):337-347.score: 126.0
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  14. 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).score: 126.0
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  15. Katarzyna Paprzycka (2004). Using Short Animated Presentations (SAPs) in Teaching Elementary Logic. Teaching Philosophy 27 (4):325-336.score: 126.0
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  16. 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.score: 126.0
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  17. Douglas Walton (2000). Problems and Useful Techniques: My Experiences in Teaching Courses in Argumentation, Informal Logic and Critical Thinking. Informal Logic 20 (2).score: 126.0
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  18. William Maker (1984). Teaching Informal Logic as an Emancipatory Activity. Informal Logic 5 (1).score: 126.0
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  19. Jan Sobocan (2003). Teaching Informal Logic and Critical Thinking. Informal Logic 25.score: 126.0
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  20. Anders Kraal (2011). Teaching & Learning Guide For: Logic and Divine Simplicity. Philosophy Compass 6 (8):572-574.score: 120.0
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  21. Ludwik Borkowski & Jerzy Słupecki (1958). A Logical System Based on Rules and its Application in Teaching Mathematical Logic. Studia Logica 7 (1):71 - 113.score: 120.0
  22. Meghan Sullivan (2012). Teaching & Learning Guide For: Problems with Temporary Existence in Tense Logic. Philosophy Compass 7 (4):290-292.score: 120.0
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  23. Milton L. Bierman (1976). A Pilot Study in the Teaching of Logic Research Conclusions. Metaphilosophy 7 (1):34–39.score: 120.0
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  24. L. B. Daniels (1971). Ordinary Logic and Logic in Teaching. Educational Theory 21 (3):352-361.score: 120.0
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  25. B. Othanel Smith (1957). Logic, Thinking, and Teaching. Educational Theory 7 (4):225-233.score: 120.0
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  26. 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.score: 120.0
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  27. Peter Øhrstrøm, Ulrik Sandborg-Petersen, Steinar Thorvaldsen & Thomas Ploug, Classical Syllogisms in Logic Teaching.score: 120.0
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  28. 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.score: 120.0
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  29. Christoph Landerer (2009). The Teaching of Logic and Psychology at Austrian High Schools: Zimmermann, Lindner and the Consequences. Filosoficky Casopis 57 (4):555-575.score: 120.0
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  30. Myles Rearden (1982). On Teaching Students Logic. Philosophy 57 (219):130 - 132.score: 120.0
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  31. Arthur Stinner (1992). Science Textbooks and Science Teaching: From Logic to Evidence. Science Education 76 (1):1-16.score: 120.0
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  32. 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.score: 120.0
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  33. Maryann Ayim (1995). Passing Through the Needle's Eye: Can a Feminist Teach Logic? [REVIEW] Argumentation 9 (5):801-820.score: 112.0
    Is it possible for one and the same person to be a feminist and a logician, or does this entail a psychic rift of such proportions that one is plunged into an endless cycle of self-contradiction? Andrea Nye's book, Words of Power (1990), is an eloquent affirmation of the psychic rift position. Although eloquent, I believe it is mistaken in certain serious ways, which I shall address in this paper.Nye advances this position in her concluding essay to Words of Power (...)
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  34. Jason Decker (2010). On Keeping Logic in the Major. Teaching Philosophy 33 (2):133-142.score: 102.0
    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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  35. Guglielmo Faldetta (2011). The Logic of Gift and Gratuitousness in Business Relationships. Journal of Business Ethics 100 (S1):67-77.score: 84.0
    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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  36. Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) (2009). Teaching and Learning Proof Across the Grades: A K-16 Perspective. Routledge.score: 84.0
    Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
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  37. Wolfgang Grassl (2011). Hybrid Forms of Business: The Logic of Gift in the Commercial World. [REVIEW] Journal of Business Ethics 100 (S1):109-123.score: 84.0
    Benedict XVI in Caritas in Veritate advances a positive view of businesses that are hybrids between several traditional categories. He expects that the “logic of gift” that animates civil society infuses the market and the State with relations typical for it—reciprocity, gratuitousness, and solidarity. His theological rationale offers an answer to two questions that have largely remained open in the literature—why hybridization of business occurs and why it is desirable. A rational reconstruction of hybrid enterprise that goes beyond a (...)
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  38. 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.score: 84.0
    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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  39. Morris Raphael Cohen (1944). An Introduction to Logic and Scientific Method. [Madison, Wis.]Pub. For the United States Armed Forces Institute by Harcourt, Brace and Company.score: 78.0
    A text that would find a place for the realistic formalism of Aristotle, the scientific penetration of Peirce, the pedagogical soundness of Dewey, and the ...
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  40. J. Oberlander, P. Monaghan, R. Cox, K. Stenning & R. Tobin (1999). Unnatural Language Processing. Journal of Logic, Language and Information 8 (3):363-384.score: 78.0
    Computer-based logic proofs are a form of unnatural language in which the process and structure of proof generation can be observed in considerable detail. We have been studying how students respond to multimodal logic teaching, and performance measures have already indicated that students' pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a large corpus of proofs has been gathered via automatic logging of proof development. This paper applies a series of techniques, including corpus (...)
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  41. Zoltan P. Dienes (1966). Learning Logic, Logical Games. [New York]Herder and Herder.score: 78.0
     
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  42. George F. Kneller (1966). Logic and Language of Education. New York, Wiley.score: 78.0
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  43. Gilbert Ulmer (1942). Some Suggestions for Teaching Geometry to Develop Clear Thinking. Lawrence [Kan.].score: 78.0
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  44. Greg Restall (2009). Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking. Teaching Philosophy 32 (1):1-40.score: 72.0
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found (...)
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  45. J. Anthony Blair (2006). Informal Logic's Influence on Philosophy Instruction. Informal Logic 26 (3):259-286.score: 72.0
    Informal logic began in the 1970s as a critique of then-current theoretical assumptions in the teaching of argument analysis and evaluation in philosophy departments in the U.S. and Canada. The last 35 years have seen significant developments in informal logic and critical thinking theory. The paper is a pilot study of the influence of these advances in theory on what is taught in courses on argument analysis and critical thinking in U.S. and Canadian philosophy departments. Its finding, (...)
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  46. M. Ben-Ari (1993/2003). Mathematical Logic for Computer Science. Prentice Hall.score: 68.0
    Mathematical Logic for Computer Science is a mathematics textbook with theorems and proofs, but the choice of topics has been guided by the needs of computer science students. The method of semantic tableaux provides an elegant way to teach logic that is both theoretically sound and yet sufficiently elementary for undergraduates. To provide a balanced treatment of logic, tableaux are related to deductive proof systems.The logical systems presented are:- Propositional calculus (including binary decision diagrams);- Predicate calculus;- Resolution;- (...)
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  47. Shawn Hedman (2004). A First Course in Logic: An Introduction to Model Theory, Proof Theory, Computability, and Complexity. Oxford University Press.score: 66.0
    The ability to reason and think in a logical manner forms the basis of learning for most mathematics, computer science, philosophy and logic students. Based on the author's teaching notes at the University of Maryland and aimed at a broad audience, this text covers the fundamental topics in classical logic in an extremely clear, thorough and accurate style that is accessible to all the above. Covering propositional logic, first-order logic, and second-order logic, as well (...)
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  48. María Manzano (1996). Extensions of First Order Logic. Cambridge University Press.score: 66.0
    Classical logic has proved inadequate in various areas of computer science, artificial intelligence, mathematics, philosopy and linguistics. This is an introduction to extensions of first-order logic, based on the principle that many-sorted logic (MSL) provides a unifying framework in which to place, for example, second-order logic, type theory, modal and dynamic logics and MSL itself. The aim is two fold: only one theorem-prover is needed; proofs of the metaproperties of the different existing calculi can be avoided (...)
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  49. Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.score: 66.0
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures (...)
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  50. Dale Jacquette (2011). Enhancing the Diagramming Method in Informal Logic. ARGUMENT 1 (2):327-360.score: 66.0
    The argument diagramming method developed by Monroe C. Beardsley in his (1950) book Practical Logic, which has since become the gold standard for diagramming arguments in informal logic, makes it possible to map the relation between premises and conclusions of a chain of reasoning in relatively complex ways. The method has since been adapted and developed in a number of directions by many contemporary informal logicians and argumentation theorists. It has proved useful in practical applications and especially pedagogically (...)
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