Teaching Formal Logic
LessonsLesson 1: Teaching Logic Restfully with Rigor (Preview Content)4 Topics|1 Quiz
Lesson 2: Logic as a Core Discipline (Preview Content)3 Topics|1 Quiz
Discussion: Logic in One's Life and Study (Preview Content)2 Topics|1 Quiz
Lesson 3: Formal Logic vs. Informal Logic4 Topics|1 Quiz
Lesson 4: The Classical Origin and Medieval Recovery of Logic4 Topics|1 Quiz
Lesson 5: Formal Logic and the Three Acts of the Mind4 Topics|1 Quiz
Lesson 6: Translating Arguments into Categorical Form4 Topics|1 Quiz
Lesson 7: Relationships of Opposition4 Topics|1 Quiz
Lesson 8: Relationships of Equivalence4 Topics|1 Quiz
Lesson 9: Categorical Syllogisms3 Topics|1 Quiz
Lesson 10: Determining Validity of Syllogisms3 Topics|1 Quiz
Lesson 11: Terms and Definitions3 Topics|1 Quiz
Lesson 12: Developing the End-of-Year Project4 Topics|1 Quiz
End of Course TestEnd of Course Test: Formal Logic1 Quiz
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.