Philosophy 2619, Introduction to Logic
22/01/08 22:34
Philosophy 2619, Introduction to
Logic
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary
Philosophy 2619, Introduction to
Logic
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary in new applications. They also perform adequately in learning to distinguish types of definition, and in distinguishing between satisfactory and unsatisfactory definitions of those types. They are not so strong in translating ordinary language statements into categorical form; that is an ongoing weakness, and we are still examining ways of improving student success in this area. Students consistently do very well in using truth tables for analyzing both propositions and arguments, and they also master the use of indirect truth tables. They struggle more with using rules of implication and rules of replacement for doing natural deductions in propositional logic. Finally, though some students certainly master at least the basics of doing proofs and translations in predicate logic, that is clearly the area where students have the most problems. Now under consideration is moving the unit on definition into another course (perhaps by giving it greater emphasis in critical thinking and/or introduction to philosophy), thus freeing more time for the study and practice of predicate logic.
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary in new applications. They also perform adequately in learning to distinguish types of definition, and in distinguishing between satisfactory and unsatisfactory definitions of those types. They are not so strong in translating ordinary language statements into categorical form; that is an ongoing weakness, and we are still examining ways of improving student success in this area. Students consistently do very well in using truth tables for analyzing both propositions and arguments, and they also master the use of indirect truth tables. They struggle more with using rules of implication and rules of replacement for doing natural deductions in propositional logic. Finally, though some students certainly master at least the basics of doing proofs and translations in predicate logic, that is clearly the area where students have the most problems. Now under consideration is moving the unit on definition into another course (perhaps by giving it greater emphasis in critical thinking and/or introduction to philosophy), thus freeing more time for the study and practice of predicate logic.
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