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Teaching Formal Logic

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  1. Lessons
    Lesson 1: Teaching Logic Restfully with Rigor (Preview Content)
    4 Topics
    |
    1 Quiz
  2. Lesson 2: Logic as a Core Discipline (Preview Content)
    3 Topics
    |
    1 Quiz
  3. Discussion: Logic in One's Life and Study (Preview Content)
    2 Topics
    |
    1 Quiz
  4. Lesson 3: Formal Logic vs. Informal Logic
    4 Topics
    |
    1 Quiz
  5. Lesson 4: The Classical Origin and Medieval Recovery of Logic
    4 Topics
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    1 Quiz
  6. Lesson 5: Formal Logic and the Three Acts of the Mind
    4 Topics
    |
    1 Quiz
  7. Lesson 6: Translating Arguments into Categorical Form
    4 Topics
    |
    1 Quiz
  8. Lesson 7: Relationships of Opposition
    4 Topics
    |
    1 Quiz
  9. Lesson 8: Relationships of Equivalence
    4 Topics
    |
    1 Quiz
  10. Lesson 9: Categorical Syllogisms
    3 Topics
    |
    1 Quiz
  11. Lesson 10: Determining Validity of Syllogisms
    3 Topics
    |
    1 Quiz
  12. Lesson 11: Terms and Definitions
    3 Topics
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    1 Quiz
  13. Lesson 12: Developing the End-of-Year Project
    4 Topics
    |
    1 Quiz
  14. End of Course Test
    End of Course Test: Formal Logic
    1 Quiz
Lesson 9, Topic 3
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Discussion Questions

Lesson Progress
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Relationships of Equivalence and Logical Equations

(1) Using the concept of mathematical equations (2 sides of an equation being in perfect, equal balance despite looking different), write an explanation describing why it can be helpful to study relationships of equivalence. Use the answer to this question as you formulate your lesson plan for this chapter.
(2) In what ways can writing and speaking in everyday language make argument translation difficult?
(3) Translate the following into a proposition in categorical form: Anna wasn’t wearing any jewelry. How does this sentence construction make translation difficult?
(4) Employing a different sentence construction, write an equivalent statement.
(5) Using the concepts of logical equivalence, explain why “No dogs are cats” AND “No cats are dogs” are both true, but “All dogs are mammals” is true, while “All mammals are dogs” is NOT true.
(6) Be contemplating the role of immediate inferences in obverse, converse, and contraposition conversions of propositions.