Teaching Philosophy 19 (4):385-396 (1996)

The author addresses the question of the necessity of logic courses in undergraduate education, particularly their use as a requirement in the humanities. This paper outlines why logic counts as a humanities subject and why certain virtues of logic are beneficial to a humanities education. The authors explores these two aspects of the question and invites the reader to decide whether the combination of these two aspects of a logic course jointly satisfy the educational needs of their particular institution’s curriculum
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil199619455
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