Results for 'teaching logic'

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  1.  49
    Advances in Contemporary Logic and Computer Science Proceedings of the Eleventh Brazilian Conference on Mathematical Logic, May 6-10, 1996, Salvador, Bahia, Brazil. [REVIEW]Walter A. Carnielli, Itala M. L. D'ottaviano & Brazilian Conference on Mathematical Logic - 1999
    This volume presents the proceedings from the Eleventh Brazilian Logic Conference on Mathematical Logic held by the Brazilian Logic Society (co-sponsored by the Centre for Logic, Epistemology and the History of Science, State University of Campinas, Sao Paulo) in Salvador, Bahia, Brazil. The conference and the volume are dedicated to the memory of professor Mario Tourasse Teixeira, an educator and researcher who contributed to the formation of several generations of Brazilian logicians. Contributions were made from leading (...)
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  2.  26
    Making Room for Women in Our Tools for Teaching Logic: A Proposal for Promoting Gender-Inclusiveness.Frederique Janssen-Lauret - 2015 - Proceedings of the 4th International Conference on Tools for Teaching Logic.
    Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom, the historical association between logic and maleness, and the lack of female role-models for students, though to date none of these have been empirically tested. In this paper I discuss the effects of various attempts to address these potential causes whilst teaching second-year formal and philosophical (...)
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  3. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - 2016 - Quadripartita Ratio: Revista de Argumentación y Retórica 1 (1):1-34.
    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 of objectivity, (...)
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  4.  42
    Teaching Logic.Don S. Levi - 1998 - 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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  5.  9
    Teaching Logic: How to Overcome the Limitations of the Classroom.Don S. Levi - 1998 - 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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  6.  56
    Teaching Logic as a Foreign Language On-Line.Katarzyna Paprzycka - 2004 - 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. Teaching Logic to Blind Students.Patrick Girard & Jonathan McKeown-Green - manuscript
    This paper is about teaching elementary logic to blind or visually impaired students. The targeted audience are teachers who all of sudden have a blind or visually impaired student in their introduction to logic class, find limited help from disability centers in their institution, and have no idea what to do. We provide simple techniques that allow direct communication between a teacher and a visually impaired student. We show how the use of what is known as Polish (...)
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  8.  20
    On Teaching Logic: P. T. Geach.P. T. Geach - 1979 - 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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  9. A Study of the Logic of Teaching.B. Othanel Smith & Milton Otto Meux - 1970
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  10.  18
    Teaching to the Test: A Pragmatic Approach to Teaching Logic.Seth C. Vannatta - 2014 - 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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  11.  19
    Notes on Teaching Logic.Peter Milne - unknown
    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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  12.  13
    Logic in Teaching.Robert Hugh Ennis - 1969 - Englewood Cliffs, N.J., Prentice-Hall.
  13.  36
    Teaching Logic in Introduction to Philosophy.Donald R. Gregory - 1982 - Teaching Philosophy 5 (1):23-29.
  14.  27
    Teaching for Intellectual Virtue in Logic and Critical Thinking Classes.T. Ryan Byerly - 2019 - Teaching Philosophy 42 (1):1-27.
    Introductory-level undergraduate classes in Logic or Critical Thinking are a staple in the portfolio of many Philosophy programs. A standard approach to these classes is to include teaching and learning activities focused on formal deductive and inductive logic, sometimes accompanied by teaching and learning activities focused on informal fallacies or argument construction. In this article, I discuss a proposal to include an additional element within these classes—namely, teaching and learning activities focused on intellectual virtues. After (...)
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  15.  16
    Aristotle in Prussian Gymnasiums: Why the Texts of the Ancient Philosopher Became Popular for Teaching Logic.Maxim Demin - 2019 - History and Philosophy of Logic 40 (4):374-388.
    During the nineteenth century, German philosophy developed from a type of general knowledge to an academic discipline at the university. Changes across disciplines to the philosophy of science and...
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  16. LOGIC TEACHING IN THE 21ST CENTURY.John Corcoran - manuscript
    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 of objectivity, (...)
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  17.  44
    A Methodology for Teaching Logic-Based Skills to Mathematics Students.Arnold Cusmariu - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (3):259-292.
    Mathematics textbooks teach logical reasoning by example, a practice started by Euclid; while logic textbooks treat logic as a subject in its own right without practical application to mathematics. Stuck in the middle are students seeking mathematical proficiency and educators seeking to provide it. To assist them, the article explains in practical detail how to teach logic-based skills such as: making mathematical reasoning fully explicit; moving from step to step in a mathematical proof in logically correct ways; (...)
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  18.  14
    Editorial ‘Tools for Teaching Logic’.Hans van Ditmarsch & Mara Manzano - 2007 - Logic Journal of the IGPL 15 (4):289-292.
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  19.  6
    Teaching and Learning Logic in a Virtual Learning Environment.Antonia Huertas - 2007 - 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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  20.  28
    Teaching Practical Logic: A Unifying Approach.Sam Hillier - 2014 - 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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  21.  23
    On Teaching Logic.P. T. Geach - 1979 - Philosophy 54 (207):5 - 17.
  22. Teaching Logic: A New Way Of Checking The Validity Of Truth Functional Arguments.Ivan Little - 1977 - Southwest Philosophical Studies.
     
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  23.  3
    Abbe Guinot: Teaching Logic During the 18th Century to Increase Scientific Abilities.Olivier Perru - 2015 - Philosophy Study 5 (6).
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  24. Teaching Syllogistic Logic Via a Retooled Venn Diagrammatical Technique.Jeremiah Joven Joaquin & Robert James M. Boyles - 2017 - Teaching Philosophy 40 (2):161–180.
    In elementary logic textbooks, Venn diagrams are used to analyze and evaluate the validity of syllogistic arguments. Although the method of Venn diagrams is shown to be a powerful analytical tool in these textbooks, it still has limitations. On the one hand, such method fails to represent singular statements of the form, “a is F.” On other hand, it also fails to represent identity statements of the form, “a is b.” Because of this, it also fails to give an (...)
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  25.  43
    Teaching the Practical Relevance of Propositional Logic.Marvin J. Croy - 2010 - 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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  26.  40
    Using Short Animated Presentations (SAPs) in Teaching Elementary Logic.Katarzyna Paprzycka - 2004 - 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 for (...)
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  27.  41
    Using Logic to Define the Aufbau–Hund–Pauli Relation: A Guide to Teaching Orbitals as a Single, Natural, Unfragmented Rule-Set. [REVIEW]Conal Boyce - 2014 - 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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  28.  38
    Freud, Plato and Irigaray: A Morpho‐Logic of Teaching and Learning.Chris Peers - 2012 - 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’. I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy and (...)
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  29.  50
    Teaching Formal Logic as Logic Programming in Philosophy Departments.Richard Tieszen - 1992 - Teaching Philosophy 15 (4):337-347.
  30.  16
    Foreword. Bibliography of Polish Mathematics 1944–1954, Translated Reprint From the Roczniki Polskiego Towarzystwa Matematycznego, Seria II, Wiadomości Matematyczne, Published for the Department of Commerce and the National Science Foundation, Washington, D.C., on the Order of Centralny Instytut Informacji Naukowo-Technicznej I Ekonomicznej, by Państwowe Wydawnictwo Naukowe, Warsaw 1963 , Pp. 1–2. - A. Mostowski and J. Łoś. I. Foundations of Mathematics, Theory of Sets and Mathematical Logic. Bibliography of Polish Mathematics 1944–1954, Translated Reprint From the Roczniki Polskiego Towarzystwa Matematycznego, Seria II, Wiadomości Matematyczne, Published for the Department of Commerce and the National Science Foundation, Washington, D.C., on the Order of Centralny Instytut Informacji Naukowo-Technicznej I Ekonomicznej, by Państwowe Wydawnictwo Naukowe, Warsaw 1963 , Pp. 4–17. - S. Drobot and S. Straszewicz. XI. History, Teaching, Popularization and Organization of Mathematics. Bibliog. [REVIEW]Alonzo Church - 1966 - Journal of Symbolic Logic 31 (3):517-517.
  31.  10
    Patrick Suppes. Mathematical Logic for the Schools. The Arithmetic Teacher, Vol. 9 , Pp. 396–399. - Patrick Suppes and Frederick Binford. Experimental Teaching of Mathematical Logic in the Elementary School. The Arithmetic Teacher, Vol. 12 , Pp. 187–195. [REVIEW]Ann M. Singleterry - 1967 - Journal of Symbolic Logic 32 (3):422.
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  32.  6
    Problems and Useful Techniques: My Experiences in Teaching Courses in Argumentation, Informal Logic and Critical Thinking.Douglas Walton - 2000 - Informal Logic 20 (2).
  33.  34
    Teaching & Learning Guide For: Problems with Temporary Existence in Tense Logic.Meghan Sullivan - 2012 - 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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  34.  24
    Teaching & Learning Guide For: Logic and Divine Simplicity.Anders Kraal - 2011 - 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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  35.  1
    Teaching Informal Logic as an Emancipatory Activity.William Maker - 1983 - Informal Logic 5 (1).
  36.  14
    Ordinary Logic and Logic in Teaching.L. B. Daniels - 1971 - Educational Theory 21 (3):352-361.
    Review Article Review of Robert H. Ennis, Ordinary Logic.
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  37.  10
    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]David Weinberger & John O'Connor - 1981 - Informal Logic 4 (2).
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  38.  7
    Are There Again Doubts About the Teaching of Logic.R. Suszko, K. Szaniawski, M. Przelecki, J. Wroblewski, J. Gregorowicz & A. Grzegorczyk - 1962 - Journal of Symbolic Logic 27 (2):223-224.
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  39.  5
    Coole Walter A.. Do We Need a Logic Course for Freshmen? Improving College and University Teaching , Winter 1959, Pp. 24–26. [REVIEW]A. F. Bausch - 1959 - Journal of Symbolic Logic 24 (1):86-87.
  40. Review: Patrick Suppes, Mathematical Logic for the Schools; Patrick Suppes, Frederick Binford, Experimental Teaching of Mathematical Logic in the Elementary School. [REVIEW]Ann M. Singleterry - 1967 - Journal of Symbolic Logic 32 (3):422-422.
  41.  1
    Science Textbooks and Science Teaching: From Logic to Evidence.Arthur Stinner - 1992 - Science Education 76 (1):1-16.
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  42.  26
    A Logical System Based on Rules and its Application in Teaching Mathematical Logic.Ludwik Borkowski & Jerzy Słupecki - 1958 - Studia Logica 7 (1):71 - 113.
  43. The Social Value of Logic Teaching.F. C. S. Schiller - 1913 - Hibbert Journal 12:192.
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  44.  4
    Logic in Teaching.Robert H. Ennis - 1970 - Philosophical Quarterly 20 (81):407-408.
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  45. A Note on Formal Logic in Teaching Critical Thinking.W. Kistner - 1988 - South African Journal of Philosophy-Suid-Afrikaanse Tydskrif Vir Wysbegeerte 7 (2):123-125.
     
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  46. Problem: The Teaching of Logic.Gerard Smith - 1937 - Proceedings and Addresses of the American Philosophical Association 13:171.
     
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  47.  16
    Teaching the Logic of Science. [REVIEW]Evelyn Brister - 2015 - Metascience 24 (3):511-514.
    Book review: Kent W. Staley: An introduction to the philosophy of science. Cambridge: Cambridge University Press.
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  48.  10
    Teaching Informal Logic and Critical Thinking.Jan Sobocan - 2003 - OSSA 5.
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  49.  2
    Logic Teaching at the University of Oxford From the Sixteenth to the Early Eighteenth Century.E. Jennifer Ashworth - 2015 - Noctua 2 (1-2):24-62.
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  50.  16
    Logic, Thinking, and Teaching.B. Othanel Smith - 1957 - Educational Theory 7 (4):225-233.
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