Teaching Formal Logic

LessonsLesson 1: Teaching Logic Restfully with Rigor (Preview Content)4 Topics1 Quiz

Lesson 2: Logic as a Core Discipline (Preview Content)3 Topics1 Quiz

Discussion: Logic in One's Life and Study (Preview Content)2 Topics1 Quiz

Lesson 3: Formal Logic vs. Informal Logic4 Topics1 Quiz

Lesson 4: The Classical Origin and Medieval Recovery of Logic4 Topics1 Quiz

Lesson 5: Formal Logic and the Three Acts of the Mind4 Topics1 Quiz

Lesson 6: Translating Arguments into Categorical Form4 Topics1 Quiz

Lesson 7: Relationships of Opposition4 Topics1 Quiz

Lesson 8: Relationships of Equivalence4 Topics1 Quiz

Lesson 9: Categorical Syllogisms3 Topics1 Quiz

Lesson 10: Determining Validity of Syllogisms3 Topics1 Quiz

Lesson 11: Terms and Definitions3 Topics1 Quiz

Lesson 12: Developing the EndofYear Project4 Topics1 Quiz

End of Course TestEnd of Course Test: Formal Logic1 Quiz
Discussion Questions
I. Changing Gears: Unit 2
(1) Discuss the pedagogical changes you intend to make by shifting from unit 1 to unit 2 content.
II. Categorical Form
(1) Why is translation into categorical form necessary?
(2) Describe the end goal in translating arguments into categorical form.
III. Kinds of Propositions
(1) How can you teach students the differences between facts and opinions?
(2) Why is it essential to know “why you believe what you believe”?
(3) Describe “truth value” in your own words—how will you explain it to students?
IV. Steps to Translating Arguments
(1) Describe the importance of being able to identify the key terms in an argument and how this skill relates back to the three acts of the mind.
(2) Affirmo and nego, as well as AEIO (which will be useful in ch. 5).
(3) Explain the importance of governing the use of absolutes/universals, both in your own expression and in the expression of your students.
(4) Explain the importance of finding the subject term and the predicate term.