Teaching Philosophy 33 (3):253-270 (2010)
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 education curriculum, particularly the sequencing of formal and informal logic courses
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Changing Philosophy Through Technology: Complexity and Computer-Supported Collaborative Argument Mapping.Michael H. G. Hoffmann - 2015 - Philosophy and Technology 28 (2):167-188.
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