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

Abstract
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
Categories (categorize this paper)
ISBN(s) 0145-5788
DOI 10.5840/teachphil199619455
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 53,558
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Analytics

Added to PP index
2011-01-09

Total views
31 ( #318,999 of 2,348,535 )

Recent downloads (6 months)
1 ( #512,295 of 2,348,535 )

How can I increase my downloads?

Downloads

My notes