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. Human Nature Revealed in Logical Thinking
(1) What are the primary ways humans are distinct from other creatures, and from technology, that can mimic aspects of the three acts of the mind?
(2) Considering the “average” dialecticlevel student, which of these three acts will provide the most significant struggle for consistent application?
(3) Do you think your students “know” themselves well enough at this level of introspection to be able to cognitively learn this information? Are they capable of directly applying their thought/term/proposition/argument development in and outside of this course?
II. The Act of Simple Apprehension Given: The ultimate goal in this course is valid syllogism construction; the ability to accurately and consistently apply the concepts of simple apprehension is required for mastery.
(1) Given that, how does vocabulary development play a role in formal logic?
(2) Given that, how does having a “wellstocked mind” factor into simple apprehension?
III. The Act of Judgment, Class, Inclusion, Forming Propositions
As Adler and Van Doren state, “you will need to give some answers to the truth and significance” of a concept/content. Only after truth and significance have been determined can terms accurately relate and propositions be formed. Given that, how well do you think your students can accurately judge the content they encounter?
IV. The Act of Inference, Building Arguments, Drawing Conclusions
The act of inference is the basis for developing thesis statements, arguments, and drawing conclusions—all of which rests on the students’ ability to accurately understand and judge content. Given that, describe the significance of mastering formal logic in relationship to all other disciplines.